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By  G.  E.  LIGHTHALL. 


SAN  JOSE,  CAL. 

\.  Waldtehfel,  Music  Hall,  287  Fikst  Stkf.et. 

1S74. 

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THE   ROBERT  E.  COWAN  COLLECTION 

PRKSRNTED   TO   THE 

UNIVERSITY  OF  CHLIFORNIA 

HY 

C.  p.  HUNTINGTON 

dUNE,   18Q7. 

Hccessiori  no  6  9 f  6 3        Class  Wo^^U^  ^ 

— -^ iLixtf 


Digitized  by  tine  Internet  Arcinive 

in  2007  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/analysisparsingcOOIighricli 


ANALYSIS,  PARSING, 


COMPOSITION. 


DESIGNED     FOR     BEGINNERS. 


G.   E.   LIGHTHALL. 


SAN  JOSE,  CAL. 

A.  Waldteufel,  Music  Hall,  278  First  Street. 

1874. 


Cff  (^i 


Entered  according  to  Act  of  Congress,  in  the  year  1874, 

By  G.   E.   LlGHTHALL, 

In  the  Office  of  the  Librarian  of  Congress  at  Washington. 


Bacon  &  Company,  riiiNTEiis. 


PREFACE. 


This  little  work  has  been  prepared  especially  for  the  purpose  of 
overcoming  the  difficulty  experienced  by  teachers,  in  their  efforts  to 
inspire  in  the  minds  of  their  pupils  a  desire  for  the  study  of  language. 
The  attention  of  educators  is  therefore  directed  to  the  methods  by  means 
of  which  the  author  seeks  to  make  this  study  a  source  of  pleasure,  as 
well  as  of  profit,  to  children. 

The  instructions  are  given  in  conversational  form ;  and  the  accom- 
panying exercises  are  so  arranged,  that  a  lesson  once  learned,  cannot 
be  forgotten.  As  a  guide  to  the  analysis  of  sentences,  a  series  of  ques- 
tions, the  answers  to  which  clearly  indicate  the  office  of  each  word ; 
and  a  system  of  delineation,  that  will  enable  the  student  to  dispose  of 
each  word  as  soon  as  its  office  has  been  determined,  are  introduced.  In 
parsing,  the  delineations  are  also  of  great  assistance  ;  but  they  should 
be  discarded  so  soon  as  it  is  discovered  that  their  use  is  no  longer  a 
necessity.  The  praxes  for  analyzing  and  parsing  are  kept  entirely  sepa- 
rate ;  the  paradigms  are  materially  shortened ;  and  the  rules  are  made 
more  general  in  their  application,  thus  reducing  their  number.  Numer- 
ous exercises  in  composition  and  false  syntax  are  also  inserted  through- 
out the  work,  in  order  to  give  pupils  a  practical  training,  and  to  impress 
on  their  minds  the  importance  of  this  study. 

This  treatise  has  been  submitted  to  actual  test  in  the  class-room,  and 
found  to  answer  all  expectations.  The  pupils  never  become  wearied, 
and  acquire  in  a  short  time  a  fair  knowledge  of  the  structure  of  the 
English  language.  In  the  hope  that  it  may  prove  to  be  the  introductory 
work  so  urgently  demanded,  it  is  now  submitted  to  teachers  by  the 
author. 

G.  E.  LIGHT  HALL. 


INDEX, 


Chap.      I.  Sentence. — Subject. — Predicate. 

II.  Object.  ^ 

III.  Modifiers. 

IV.  Modifiers  of  Modifiers. 

V.  Prepositional  Phrases. — Connective. — Subsequent. 

VI.  Parts  of  Speech. 

VII.  Compound  Elements. — Conjunctions. 

VIII.  Compound  Forms. — Questions. 

IX.  Propositions. — Clauses. 

X.  Noun. — Pronoun. 

XI.  Person. 

XII.  Number. 

XIII.  Gender. 

XIV.  Case. 

XV.  Kules  I,  II,  III  and  IV.— Caution. 

XVI.  Copula. — Attribute. — Apposition. — Rule  V. 

XVII.  Comparison  of  Adjectives. 

XVIII.  Relative  Clauses. 

XIX.  Verbs.—Rule  VI. 

XX.  Participles. — Passive  and  Progressive  Forms  of  Conjugation. 

'  XXI.  Infinitive  Phrases.  -^ 

XXII.  Participial  Phrases. 

XXIII.  Sentences  Classed  According  to  Structure. 

XXIV.  Sentences  Classed  According  to  Use. 
XXV.  General  Review. 


ANALYSIS,  PARSING,  AND  COMPOSITION. 


CHAPTER  I. 
Introduction. — Sentence. — Subject. — Predicate. 

You  are  now  about  to  commence  the  study  oi  Language. 

The  science  that  teaches  us  how  to  use  language  correctly, 
is  called  grammar. 

You  sometimes  think.  Your  thoughts,  when  expressed  in 
words,  form  sentences.         ^ 

In  order  to  think,  two  things  are  necessary. 

You  must  have  so7?ie thing  to  think  about. 

This,  in  the  sentence,  is  called  the  subject. 

You  must  think  some  beings  actio7i^  or  state^  of  the  subject. 

This,  in  the  sentence,  is  called  the  predicate. 

Every  complete  sentence  must,  therefore,  contain  a  subject 
and  2^  predicate. 

To  assist  you  in  learning  and  remembering  this,  I  will  make 
a  delineation  of  a  thought,  on  the  blackboard. 


The  first  line  represents  the  subject,  the  second,  the  predicate. 
The  words  may  be  written  above  the  delineation :  Thus — 

Subject  Predicate 

Now,  I  have  a  thought  in  my  mind. 
Do  any  of  you  know  what  that  thought  is  ? 
You  can  tell,  as  soon  as  I  express  it  in  words. 
I  will  write  it  on  the  board. 

Dogs  bark. 
What  is  the  thought  ?     Dogs  bark. 
What  did  I  think  about  ?     Dogs. 
What  did  I  think  of  dogs  ?     Bark. 

You  may  now  deHneate  the  following  sentences,  and  write  the 
words  over  the  lines.     Do  not  deviate  from  the  form  of  question 
and  answer  given  in  the  model. 
Model. — Dogs  bark.     A  sentence. 

What  is  this  sentence  written  about  ?     Dogs. 

Dogs  is  the  subject.       Dogs. 

What  is  asserted  of  dogs  .^     Bark. 

Bark  is  the  predicate. 

Dogs  bark 


6  ANALYSIS,    PARSING,    AND    COMPOSITION. 

Exercise. — Birds  fly.  Lions  roar.  Children  play.  Owls  hoot. 
Horses  run.  Ships  sail.  Stars  twinkle.  Boys  whistle.  Girls 
sing.     Fire  burns. 

Comolete  the  sentences  over  the  followijio:  delineations. 


Men 


Eagles 


Cows 


Doves 


Trees 


hum. 


talk. 


grow. 


walk. 


CHAPTER  II. 
Object. 

Every  sentence  must  have  a  subject  and  a  predicate;  but  it 
may  have  more  than  these.  The  assertion,  made  by  the  predi- 
cate, may  be  that  of  an  action  terminating  upon  something. 

The  word,  that  denotes  the  thing  upon  which  the  action  ter- 
minates, is  called  the  object. 

The  following  delineation  represents  a  sentence  having  an 
object. 

Subject  Predicate  Object 


To  ascertain  if  the  sentence  has  an  object,  say  the  subject') 
the  predicate,  and  the  word,  anything,  in  the  form  of  a  question  ; 
and  the  object^  if  there  is  one,  will  be  the  answer. 

Model. — Boys  eat  apples.     A  sentence. 

What  is  this  sentence  written  about?     Boys. 

Boys  is  the  subject.        Boys. 

What  is  asserted  of  boys  ?     Eat, 

Eat  is  the  predicate.         Boys         eat    , 

Boys  eat  anything  1     Apples. 

Apples  is  the  object. 

Boys  eat  apples. 


Exercise. — John  struck  James.  Dogs  bite  men.  Horses  eat 
hay.  Carpenters  build  houses.  Generals  command  armies. 
Boys  fly  kites.  Cats  catch  mice.  Trees  bear  fruit.  Content- 
ment brings  happiness.  Adversity  tries  friends.  Vice  pro- 
duces misery.     Columbus  discovered  America. 


MODIFIERS. 


Complete  the  sentences  over  the  following  delineations  : 


Hawks  catch 


Horses  drink 


eat  fruit. 


read       ^   books. 


draw 


make 


Dogs 


squirrels. 


CHAPTER  III. 

Modifiers. 

The  subject,  the  predicate,  and  the  object,  are  sometimes 
called  the  principal  parts,  or  elements,  of  a  sentence. 

Any  or  all  of  the  principal  elements,  may  be  modified  by  one 
or  more  subordinate  elements,  called  modifikrs. 

Delineation  of  a  sentence  containing  modifiers. 

Subject.  Predicate.  Object. 

Modifier.  Modifier.  Modifier. 


Model. — Cross  dogs  bite  bad  men  severely.     A  sentence. 
What  is  this  sentence  written  about  ?     Dogs. 
Dogs  is  the  subject. 
What  is  asserted  of  dogs  ?     Bite. 
Bite  is  the  predicate. 
Dogs  bite  anything  ?     Men, 
Men  is  the  object. 

Do  *all  dogs  bite  men  ?     No,  only  cross  dogs. 
Cross  modifies  dogs. 
Dogs  bite  how  ?     Severely. 
Severely  modifies  bite. 
Dogs  bite  all  men  1     No,  only  ^^^men. 
Bad  modifies  men. 

Dogs  bite  men 


severely  bad. 


Exercise. — Young  children  study  grammar.  Good  boys 
learn  long  lessons.  Little  girls  sing  pretty  songs.  Soldiers  per- 
form bold  exploits.  The  army  fought  battles.  Sour  apples 
make  good  cider.  This  man  obeys  wise  laws.  That  bear 
chased  a  man.  A  baker  makes  bread.  Masons  build  high 
walls. 

*The  words  all  or  any  may  be  used  to  find  the  modifiers  of  the  subject,  the  object, 
or  the  subsequent. 


8  ANALYSTS,    PARSING,    AND    COMPOSITION. 

Complete  the  sentences  over  the  following  delineations. 
Pupils         learn         lessons. 


Hunters 

birds. 

Carpenters 

build 
eat 

grass. 

tender. 

Bears         cHmb 


Birds  sing  songs. 


Horses 


fly  kites. 


loads. 


CHAPTER  IV. 
Modifiers  of  Modifiers. 
Modifiers  may  be  modified  by  other  modifiers.     Thus  : 
Subject  Predicate  '  Object. 


Modifier 
Modifier 


Modifier 
Modifier 


Modifier 
Modifier 


To  find  the  modifiers  of  the  predicate,  you  may  make  use  of 
the  words  how,  why,  where,  and  when,  in  the  form  of  a  question 
as  given  in  the  model. 

Model. — All  uncommonly  studious  children  learn  their  lessons 
very  well.     A  sentence. 

What  is  this  sentence  written  about  ?     Children, 

Children  is  the  subject 

What  is  asserted  of  children  1    Learn. 

Learn  is  the  predicate. 

Children  learn  anything  ?     Lessons. 

Lessons  is  the  object. 

Do  all  children  learn  lessons  ?  No,  only  all  sttidiotis  chil- 
dren. 

All  and  studious  modify  children. 

How  studious  ?     Uncommonly. 

Uncommonly  modifies  studious. 

Children  learn  how  ?     Well. 

Well  modifies  learn. 

How  well  ?     Very. 


PREPOSITIONAL   PHRASES. 

Very  modifies  well. 

Children  learn  why  ?     No  answer. 

Children  learn  where  ?     No  answer. 

Children  learn  when  ?     No  answer. 

Children  learn  all  lessons  ?     No,  only  their  lessons. 

Their  modifies  lessons. 

Children  learn  lessons. 


all  studious  well  their 


uncommonly  very 


Exercise. — ^^Very  old  hunters  shoot  birds  skillfully.  Black 
bears  climb  large  trees  easily.  The  soldiers  fought  the  enemy 
boldly.  Exceedingly  bright  pupils  learn  long  lessons  quickly. 
The  pigeon  flies  very  swiftly.  ^Little  Mary  gathered  some 
extremely  fragrant  flowers. 


You  may  compose  sentences  similar  to  those  in  the  foregoing 
exercise. 

N.  B. — Commence  each  sentence  with  a  capital  letter,  and 
end  it  with  a  period. 

Note.— Let  the  pupils  write  their  sentences  either  on  slate  or  paper,  exchange,  and 
criticise  with  reference  to  writing,  spelling,  and  all  directions  given  for  their  guidance. 
Do  not  expect  them  to  note  all  the  errors  at  first :  in  time  they  will  improve. 


CHAPTER  V. 

Prepositional  Phrases. — Connective. — Subsequent. 

There  is  a  class  of  modifiers,  called  prepositional  phrases. 
These  phrases  consist  of  several  words ;   and  may  modify 
either  the  principal  parts,  or  the  modifiers. 
The  first  word  is  called  the  connective. 
The  object  of  the  connective,  is  called  the  subsequent.     - 
The  subsequent  may  be  modified,  or  not. 

Subject  Predicate  Object 


Connective   |    Subsequent. 
Mod.  of  Sub. 


1# 


10  ANALYSIS,    PARSING,    AND    COMPOSITION. 

Subject  Predicate  Object 


Connective  |    Subsequent 

Connective  |    Subsequent 
Mod.  of  Sub. 


Model. — John  struck  James  on  the  head.     A  sentence. 
What  is  this  sentence  written  about  ?     John. 
John  is  the  subject. 
What  is  asserted  of  John  }     Struck. 
Struck  is  the  predicate. 
John  struck  anything  ?     James. 
James  is  the  object. 
Any  John  ?     John  is  unmodified. 
John  struck  how  ?     No  answer. 
John  struck  why  ?     No  answer. 
John  struck  where  ?     On  the  head. 
On  the  head,  modifies  struck. 
O71  is  the  connective. 
On  what  1     Head.  » 

Head  is  the  subsequent. 
Any  head  .^     No  the  head. 
The  modifies  head. 
John  struck  when  ?     No  answer. 
Any  James  ?     James  is  unmodified. 

John  struck  James 


on  I   head 
the 

John  struck  James  on  the  side  of  the  head. 

The  prepositional  phrase,  on  the  side  of  the  head,  modifies  the 
predicate,  struck.  On  is  the  connective,  side  is  the  subsequent. 
The  subsequent,  side,  is  modified  by  the,  and  by  the  preposi- 
tional phrase,  of  the  head.  Of  is  the  connective,  head  is  the 
subsequent,  and  the  is  the  modifier  of  the  subsequent 

John  struck  James 


side 


the        of  I    head 


the 


Exercise. — ^The  end  of  the  stick  broke.  ^Horses  eat  grass  in 
the  fields.  ^Birds  fly  high  in  the  air.  Large  herds  of  cattle 
roam  over  the    hills.      Swallows   build  their   nests  under  the 


PARTS   OF    SPEECH. 


11 


eaves  of  houses.  Hawks  catch  little  birds  for  food.  Henry 
broke  the  handle  of  his  knife.  *Mary  went  to  town  in  a  wag- 
on.    Wise  men  say  nothing  in  dangerous  times. 


Compose  sentences  similar  to  those  in  the  foregoing  exercise, 
introducing  the  following  prepositional  phrases. 

N.  B.     The  words  I   and  O,  are  always  written  in  capitals. 

Into  the  water.  Up  the  street.  Over  the  house.  By  the  side 
of  the  barn.  Under  the  end  of  the  log.  With  a  gun.  On  the 
water.     Through  the  gate.     From  the  road. 

NoTK,— In  this  and  all  similar  exercises,  let  the  pupils  exchange  and  criticise. 


CHAPTER  VI. 

Parts  of  Speech. 

Words  are  divided  into  classes,  according  to  their  use  in  sen- 
tences.    These  classes  are  called  parts  of  speech. 

In  the  following  delineation,  you  will  find  all  the  parts  of 
speech  yet  used. 


Subject         Predicate 
Modifier         Modifier 


Modifier         Modifier 


Object 

Connective  |  Subsequent 
Modifier 


Substantive     Verb 


Substantive 


Adjective         Adverb        Preposition  |   Substantive 


Adverb 


Adverb 


Adjective 


The  subject,  the  object,  and  the  subsequent,  are  substan- 
tives. 

The  predicate  is  a  verb. 


12  ANALYSIS,    PARSING,   AND    COMPOSITION. 

The  modifiers  of  substantives  are  adjectives. 

The  modifiers  of  verbs,  adjectives,  or  adverbs,  are  adverbs. 

The  connective  of  a  prepositional  phrase  is  a  preposition. 

In  the  foregoing  delineation,  as  the  prepositional  phrase  mod- 
ifies a  substantive,  it  is,  taken  as  a  whole,  an  adjective.  If  it 
modified  a  verb,  it  would  be  an  adverb. 

Telling  the  parts  into  which  a  sentence  is  divided,  is  called 

ANALYZING. 

Telling  the  parts  of  speech,  and  giving  the  rules  for  agreement 
and  government,  is  called  parsing. 

After  dehneating  the  following  sentences,  by  the  method  of 
question  and  answer,  given  in  previous  models,  analyze  and 
parse  them  orally. 

Model. — He  twisted  a  piece  of  twine. 

He  twisted  piece 

a      of  I  twine 


Analysis. — He  twisted  a  piece  of  twine.  A  sentence.  Sub- 
ject, ^^.  Predicate, /w/j/^*/.  ObJQCtj  piece.  Subject,  unmodi- 
fied. Predicate,  unmodified.  Object  modified  by  a,  and  by  the 
prepositional  phrase,  of  twine.  Connective  of.  Subsequent, 
twine. 

Parsing. — He^  substantive.  Twisted^  verb.  Piece,  substan- 
tive. A,  adjective.  Of  twine,  *adjective  phrase.  Of  prep- 
osition.    Twine,  substantive. 

Exercise. — Caesar  conquered  Gaul.  Every  truth  has  two  sides. 
The  king  fears  death.  The  river  overflows  its  banks.  The 
horse  broke  the  tongue  of  the  wagon.  The  apple  grew  on  the 
end  of  a  limb.     He  threw  the  paper  into  the  stove. 

N.  B. — All  names  applied  to  Deity  commence  with  capitals. 

Correct  the  errors  in  the  following  sentences,  and  give  your 
reason  for  making  each  correction  : 

he  came  for  me.  The  boy  wrote  a  leter  John  maid  a  whistle 
for  me.  May  i  go  with  you  ?  John  can  read,  rite,  and  spel. 
My  hat  is  to  large.  Now,  o  my  god,  let  trouble  cease.  The 
lord  reigneth.     He  spels  his  words  rong.     Do  i  right  well  ? 

Note. — Let  the  pupils  criticise  the  reasons  given,  as  well  as  the  corrections. 


CHAPTER  VII. 

Compound  Elements. — Conjunctions. 

A  sentence  may  have  two  or  more  subjects,   predicates,  or 
objects. 

*When  a  phrase  modifies  a  verb,  call  it  an  adverbial  phrase. 


COMPOUND    ELEMENTS — CONJUNCTIONS.  13 

Two  subjects. — John  and  Henry  make  baskets. 
John 

(and         make         baskets. 
Henry 


Or  John  and  Henry        make  baskets. 

Two  predicates. — Ducks  fly  and  swim. 

fly 

Ducks  (and 

swim. 


Or  Ducks  fly   and  swim. 


Two  objects. — William  makes  guns  and  pistols. 

suns 


William         makes  (and 

pistols. 


Or  William         makes        guns  and  pistols 


In  delineating  sentences,  compound  elements  may  be  con- 
nected either  vertically  or  horizontally,  as  in  the  foregoing 
models. 

A  word,  used  to  connect  the  parts  of  compound  elements,  is 
called  a  conjunction,  in  parsing. 

When  more  than  two  elements  are  joined  in  the  same  con- 
struction, the  conjunction  is  usually,  only  written  once,  thus  : — 
"  Horses,  cows,  and  sheep,  eat  grass  "  ;  that  is,  "  Horses,  and 
cows,  and  sheep,  eat  grass. 


Horses 


(and 
sheep 


eat        grass. 


In  delineating  sentences  of  this  description,  place  a  dash  in- 
stead of  the  word  omitted,  as  in  the  foregoing  model 

Exercise. — Boys  and  girls  study  long  lessons  cheerfully. 
He  reads  and  writes.  Temperance  brings  peace  and  happiness. 
Plants,  shrubs,  and  trees  shed  their  leaves  in  autumn.  Henry 
shot  ducks,  quails,  and  rabbits  with  his  new  gun.  The  box  con- 
tained ripe  apples  and  large  peaches.  ^Indolence  and  extrava- 
gance produce  want  and  suffering, 

''The  royal  vices  of  our  age  demand 
A  keener  weapon,  and  a  mightier  hand. 


14  ANALYSIS,    PARSING   AND    COMPOSITION. 

I 


( ( 


( 


I 


N.  B. — Sentences  used  to  ask  questions,  end  with  a  mark  of 
interrogation  (?). 

Combine  the  following  sentences  by  the  use  of  conjunctions, 
omitting  all  words  in  the  combined  sentence  not  necessary  to 
the  sense.    List. — And.    Or.    But.    Nor.    If.    As.    Because. 

John  can  write.     James  can  write. 
The  man  took  it.     The  boy  took  it. 
He  may  go.     He  must  not  stay. 
The  horse  will  run.     The  man  whips  him. 
He  gave  it  to  me.     I  asked  him  for  it. 


CHAPTER  VIII. 

Compound  Forms. — Questions. 

Sometimes  the  verb  is  composed  of  two  or  more  words.    Write 
all  of  them  above  the  line  for  the  predicate  in  the  delineation. 

Model.- — The  stars  may  be  seen  at  night. 
Stars  may  be  seen 


the  at  I  night. 


In  delineating  sentences,  care  must  be  taken  to  have  the  posi- 
tion of  modifiers  indicate  the  word,  or  words,  that  they  modify. 

Model. — Little  John  and  his  brother  go  to  school. 

John 

little   ,,„. go 


-(and 


brother         to  I  school. 


his 


Little  modifies  John  only.     His  modifies  brother  only. 


PROPOSITIONS — CLAUSES.  15 

Model. — Young  lambs  skip  and  play  in  the  field. 

skip 

young  play 


in  I  field. 


the 


A  line  is  drawn  beneath  the  compound  predicate,  to  denote 
that  both  portions  of  it  are  modified  by  the  prepositional  phrase, 
in  the  field. 

Change  all  questions  to  direct  assertions,  before  analyzing 
them  ;  thus,  ''  May  he  have  an  apple  ? "  to  "  He  may  have  an 
apple."     "Will  he  come  ?  "  to  "He  will  come." 

Exercise. — His  brother  has  seen  us.  The  man  might  have 
shot  the  crane.  The  horse  can  jump  over  the  fence.  Pride  shall 
have  a  fall.  The  best  advice  may  come  too  late.  The  industrious 
boys  have  recited  their  lessons  well.  Can  the  boy  read  well? 
Will  he  go  to  town  ?  Did  he  obtain  the  prize  1  Should  boys 
fly  kites  ?  Four  faces  had  the  dome.  Brightly  beamed  the  set- 
ting sun. 

Note. — Inverted  sentences  like  the  last  two,  should  be  made  direct,  before  being 
analyzed. 

N.  B. — A  prepositional  phrase,  if  it  commences  the  sentence, 
ends  with  a  comma. 

Correct  the  errors  in  the  following  sentences,  and  give  your 
reasons  for  making  the  corrections. 

After  a  storm  comes  a  calm  ?  he  would  not  leave  If  i  find 
anything,  i  will  tell  you.  They  will  not  start  before  i  get  there. 
In  the  beginning  god  created  the  heavens  and  the  earth.  When 
did  you  see  my  uncle,  John  gave  the  book  to  me  did  i  say  a 
word  about  it 


CHAPTER  IX. 

Propositions. — Clauses. 

An  assertion  containing  a  subject,  and  a  predicate,  is  called  a 
proposition. 

A  modifying  proposition  is  called  a  clause. 
All  propositions  must  be  analyzed  separately. 


16  ANALYSIS,    PARSING,   AND   COMPOSITION. 

Model. — John  and   James  recite  their  lessons  well,  for  they 

study    them  diligently.      A  sentence  containing   a  principal 

proposition  and  a  clause.     The  principal  proposition  is,  ^John 

and  Ja7iies  recite  their  lessons  weU?    The  clause  is,  Hhey 

study  them  diligently,^     The  connective  is  ybr.' 

What  is  the  principal  proposition  written  about  ?     Joh7i  and 
James. 

John  and  James  constitute  the  subject. 

What  is  asserted  of  John  and  James  ?    Recite, 

Recite  is  the  predicate. 

John  and  James  recite  anything  ?    Lessons. 

Lessons  is  the  object. 

Any  John  and  James  ?    John  and  James  are  unmodified. 

John  and  James  recite  how  ?     Well, 

Well  modifies  recite. 

John  and  James  recite  why  ?     They  study  the7n  diligently. 

The  clause,  ^  they  study  them  diligently,'  modifies  recite. 

What  is  this  clause  written  about  ?     They, 

They  is  the  subject. 

What  is  asserted  of  they  ?     Study, 

Study  is  the  predicate. 

They  study  anything  ?     Them, 

Them  is  the  object. 

Any  they  ?     They  is  unmodified. 

They  study  how  }     Diligently, 

Diligently  modifies  study. 

They  study  why  ?     No  answer. 

They  study  where  ?     No  answer. 

They  study  when  ?     No  answer. 

Any  them  1     Them  is  unmodified. 

The  connective  \s>for, 

John  and  James  recite  where  ?     No  answer. 

John  and  James  recite  when  ?     No  answer. 

All  lessons  }     No,  only  their  lessons. 

Their  modifies  lessons. 

John 


(and 

recite 

lessons 

James 

well 

their 

they 

(for 
study      them 

diligently 

Analysis. — John  and  James  recite  their  lessons  well,  for  they 
study  them  diligently.  A  sentence  containing  a  principal  prop- 
osition and  a  clause.  The  principal  proposition  is  'John  and 
James  recite  their  lessons  well,''  The  clause  is  'they  study  them 
diligently.^  The  connective  is  yi7r.'  The  subject  of  the  princi- 
pal proposition  is  y<?>^/^  ^«(^7^/;/^j-.  Compound  subject.  Con- 
nective, and.      Predicate,   recite.      Object,   lessons.      Subject, 


NOUN — PRONOUN.  17 

unmodified.  Predicate,  modified  by  well^  and  by  the  clause, 
they  study  them  diligently.  Object,  modified  by  their.  The 
subject  of  the  clause  is  they.  Predicate,  study.  Object,  the7n. 
Subject,  unmodified.  Predicate  modified  by  diligently.  Object, 
unmodified. 

Parsing. — John^  substantive.  James^  substantive.  And^ 
conjunction.  Recite.,  verb.  Lessons.,  substantive.  Well., 
adverb.  77/^/r,  adjective,  /^^r,  conjunction.  They  study  them 
dilige7itly^  adverbial  clause.  They^  substantive.  Study.,  verb. 
Them,  substantive.     Diligently,  adverb. 

Note. — The  connective,  joining  propositions,  may  be  placed  between  their  predi- 
cates. 

Exercise. — ^William  saws  the  wood,  and  Thomas  piles  it  up. 
^The  wagon  tipped  over,  because  the  wheel  broke.  When  you 
have  recited  your  lessons,  you  may  retire.  While  prosperity 
gilds  your  days,  you  may  reckon  many  fi-iends.  ^Red  battle 
stamps  his  foot,  and  nations  feel  the  shock.  *Skill  and  patience 
will  succeed,  where  force  fails.  The  body  may  be  enslaved  ; 
but  no  human  power  can  control  the  mind. 

Compose  sentences  to  correspond  with  the  following  deline- 
ations. 

N.  B.  Clauses  are  separated  from  independent  propositions 
by  commas  (,). 


4     ( 


CHAPTER  X. 

.Noun. — Pronoun. 

A  substantive  may  be  a  word,  a  phrase,  or  a  clause. 

If  a  word,  it  may  be  the  naijie  of  something.     This  is  called  a 

NOUN. 

Or,  it  may  be  a  word  used  instead  of  a  noun.     This  is  called 

a  PRONOUN. 

What  is  this  which  I  hold  in  my  hand  ?     A  book. 
What  is  this  which  I  write  on  the  board  ?     Book. 


18  ANALYSIS,    PARSING,   AND   COMPOSITION. 

Which  is  the  book  ?  That  which  I  hold  in  my  hand,  or  that 
which  is  written  on  the  board  ?  That  which  you  hold  in  your 
hand. 

Which  is  the  name?  That  which  is  in  my  hand,  or  that 
which  is  on  the  board  ?     That  which  is  on  the  board. 

Which  is  the  noun  then  ?     That  which  is  on  the  board. 

Remember,  a  noun  is  not  a  thing,  but  the  name  of  a  thing. 

When  I  say,  Willie  is  a  good  boy,  for  he  does  not  whisper  ; 
whom  do  I  mean  by  he  ? 

Who  is  it  that  does  not  whisper  }     Willie. 

Willie  is  the  name  of  something,  of  a  little  boy  ;  it  is  there- 
fore a  noun. 

The  word  he,  used  instead  of  a  noun,  is  then  2l  prono7i7i. 

You  must  now  look  closely  at  the  substantives  in  parsing,  to 
tell  whether  they  are  nouns,  or  pronouns.  If  the  names  of 
things,  they  are  nouns  ;  if  used  instead  of  the  names  of  things, 
pronouns. 

Exercise. — He  lost  a  marble.  You  may  learn  this  lesson. 
I  can  fmd  the  marble.  May  we  pluck  the  flowers  ?  They  may 
work  in  the  fields.  ^The  boy  threw  a  stick  at  a  bird,  but  he  did 
not*  kill  it.  The  horse  must  have  hurt  the  dog,  for  he  kicked 
.  him.  The  girl  has  lost  her  hoop.  -The  man  shot  at  the  geese, 
and  killed  them.     He  spoke  to  me  about  it. 


N.  B.  Particular  names  of  objects,  such  as,  John,  Mary, 
Sacramento,  San  Francisco,  Sierra  Nevada,  San  Joaquin,  are 
called  Proper  Nouns,  and  always  commence  with  a  capital  letter. 
General  names  of  objects,  such  as,  chair,  table,  horse,  are  called 
Common  Nouns,  and  do  not  commence  with  a  capital  letter, 
unless  placed  at  the  beginning  of  a  sentence. 

Compose  sentences  similar  to  those  in  the  exercise. 


CHAPTER  XL 

Person. 

You  can  speak  yourself,  or  to  another  person,  or  about  some 
other  person. 

*The  word,  not,  is  called  an  adverb  of  negation,    because  it  generally  denies  the 
assertion  made  by  the  predicate.     See  Note,  Chap.  XXI II. 


PERSON.  19 

If  you  speak  yourself,  you  are,  as  the  speaker,  the  most  prom- 
inent, ox  first  person. 

If  you  speak  to  another  person,  he  or  she  is,  as  the  hearer, 
the  next  in  prominence,  ox  second  person. 

If  you  speak  about  some  Other  person,  he  or  she  is,  being  ab- 
sent, the  least  prominent,  or  third  person. 

Note. — Objects,  other  than  persons,  being  usually  spoken  of,  are  considered  to  be- 
long to  the  third  rank  or  third  person,  unless  represented  as  speaking,  or  being 
spoken  to. 

The  pronoun  nearly  always  shows  whether  it  is  the  speaker, 
the  hearer,  or  the  person,  or  thing  spoken  of,  that  it  represents. 

If  it  represents  the  speaker,  it  is  in  the  first  person. 

If  it  represents  the  hearer,  it  is  in  the  second  person. 

If  it  represents  the  person,  or  thing  spoken  of,  it  is  in  the 
third  person. 

Model  for  Parsing. — I  broke  a  stick. 

I         broke         stick 


/  is  a  pronoun,  in  the  first  person. 
Stick  is  a  noun,  in  the  third  person. 

Model. — You  may  go  with  me. 

You         may  go 


with 


You  is  a  pronoun,  in  the  second  person. 
Me  is  a  pronoun,  in  the  first  person. 

Model. — We  will  leave  them. 

We        will  leave         them. 

,     We  is  a  pronoun,  in  the  first  person. 
Them  is  a  pronoun,  in  the  third  person. 

Note. — Nouns  are  generally  in  the  third  person;  pronouns,  in  any  of  the  three. 

Exercise. — John  struck  me.  We  caught  a  rabbit.  They  may 
go  to  town.  Henry  took  it  from  us.  You  may  ride  with  them. 
He  reads  good  books.  She  goes  to  school  with  Susan.  When 
the  string  broke,  the  kite  fell.  He  may  cry  for  release,  but  it 
comes  not. 

N.  B. — Adjectives  derived  from  proper  nouns  ;  such  as, 
American,  English,  French,  Spanish,  always  commence  with  a 
capital  letter. 


20  ANALYSIS,    PARSING,    AND   COMPOSITION. 

Correct  the  errors  in  the  following  sentences,  and  give  your 
reasons  for  making  the  corrections. 

Can  henry  read.  ?  May  i  go  to  san  francisco  ?  In  the  morn- 
ing the  sun  rises  ?  Peter  wears  a  Spanish  cloak.  In  the  fields 
in  spring  you  can  gather  flowers.  Judas  betrayed  christ. 
William  is  going  to  new  york  ?     Mary  lives  in  paris. 


CHAPTER  XII. 

Number. 

If  I  should  write  on  the  board,  "Henry's  apple,"  how  many 
apples  would  you  think  Henry  had  ?     One. 

If  I  should  write,  "  Henry's  apples,"  how  many  would  you 
think  he  had  ?     More  than  one. 

What  makes  you  think  that  there  are  more  than  one  ? 

The  change  made  in  spelling  the  word  "  appleP 

Can  you  tell  by  the  way  the  word  apples  is  spelled,  exactly  how 
many  there  are  ?     No. 

Can  the  word,  apples^  be  so  spelled  as  to  tell  exactly  how  many 
there  are,  if  more  than  one  1     No. 

Substantives,  then,  may  denote  by  their  spelling,  whether  they 
represent  ofie^  or  7nore  than  one,  object. 

If  a  substantive  represents  one  object  only,  it  is  said  to  be  in 
the  singular  number. 

If  it  represents  more  than  one  object,  it  is  said  to  be  in  the 
plural  number. 

Example. — John  shot  three  ducks. 

John         shot         ducks. 


three 


The  subject,  John,  denotes  one  only,  it  is  therefore  in  the 
singular  number. 

The  object,  ducks,  denotes  more  than  one  ;  in  this  case  we 
know  how  many,  as  the  word,  three,  tells  us  ;  it  is  therefore  in 
the  plural  number. 

They  went  to  town. 

They  went 

to  I   town 


The  subject,  they,  denotes  more  than  one  ;  we  do  not  know 
how  many;  but  it  is  more  than  one  ;  it  is  therefore  in  the  plural 
number. 


GENDER.  21 

The  subsequent,  town^  denotes  one  only,  it  is  therefore  in  the 
singular  number. 

Parsing. —  They^  is  a  pronoun,  in  the  third  person,  plural 
number.  IVent,  is  a  verb.  To,  is  a  preposition.  Town,  is  a 
noun,  in  the  third  person,  singular  number. 

Exercise. — Mary  may  go  with  me.  They  sent  him  to  school 
in  the  morning.  Some  kinds  of  birds  fly  very  high  in  the  air. 
He  may  bring  a  pail  of  water  from  the  well.  Henry  may  go  and 
get  some  wood  for  the  fire.  Some  birds  can  fly  in  the  air  and 
swim  in  the  water.     I  called  John,  but  he  would  not  Hsten  to  me. 

N.  B.  Independent  propositions,  if  short  and  connected,  are 
separated  from  each  other  by  commas  (,)  if  lengthy  or  discon- 
nected, by  semicolons  (;).  No  definite  rule  can  be  given  as  a 
guide. 

Write  three  sentences,  each  containing  a  pronoun  in  the  first 
person,  and  singular  number,  and  three  others,  each  containing 
a  pronoun  in  the  third  person,  and  plural  number. 

Write  three  sentences  containing  Proper  Nouns. 


CHAPTER  XIII. 
Gender. 

I  will  write  a  substantive  on  the  board. 
Boy. 

Does  the  word,  boy,  denote  a  male  or  a  female  ?     A  male. 

I  will  write  another  one. 

Girl. 

Does  the  word,  girl,  denote  a  male,  or  a  female  ?    A  female. 

I  will  write  another  one. 

Stick. 

Does  the  word,  stick,  denote  a  male  or  a  female  ?     Neither. 

I  will  write  another  one. 

Cousin. 

Does  the  word,  cousin,  denote  a  male  or  a  female  ?  Either  a 
male  or  a  female. 

A  substantive  may  thus  denote  the  sex  ;  that  is,  whether  it  is 
a  male  ;  as,  man,  boy,  brother :  or  a  female  ;  as,  woman,  girl, 
sister,  that  it  represents. 

If  the  substantive  denotes  a  male,  it  is  said  to  be  in  the  mas- 
culine GENDER. 

If  it  denotes  a  female,  it  is  said  to  be  in  the  feminine  gen- 
der. 

If  the  substantive  is  the  name  of  an  object ;  as,  house,  fence, 
tree,  that  has  no  sex,  it  has  no  gender.     It  is  therefore  said  to 


22  ANALYSIS,    PARSING,   AND   COMPOSITION. 

be  in  the  neuter   gender  ;   that  is,  neither  the   one  nor  the 
other. 

When  the  substantive  refers  to  a  collection  of  objects  of  both 
sexes,  as,  parents,  relations  ;  or  when  the  sex  cannot  be  determ- 
ined, as,  cousin,  friend  ;  it  is  said  to  be  in  the  common  gen- 
der. 

Observation.  The  word,  common,  is  not  a  very  good  one,  as  it  does  not  fully  ex- 
press the  intention;  but  there  is  no  better,  and  custom  has  sanctioned  its  use.  Those 
wishing  to  be  very  precise,  may  say  both  genders,  or  doubtful  gender,  as  the  case 
may  be. 

Model. — Mary  sings  songs. 

Mary       sings       songs 


Mary,  is  a  noun,  in  the  third  person,  singular  number,  and 
feminine  gender.  Sings,  is  a  verb.  Songs,  is  a  noun,  in  the 
third  person,  plural  number,  and  neuter  gender. 

Exercise: — Locomotives  draw  long  trains  of  cars,  on  rail- 
roads. John  has  a  nice  new  top.  ^Mary  and  Susan  can  sing 
charming  songs,  and  they  can  play  on  the  piano.  '^AU  the 
neighbors  came  to  the  party,  and  remained  during  four  hours. 
I  will  go  with  them.  We  must  not  stafy  too  long  on  the  road. 
She  reads  and  writes  well. 


I  ( 


N.  B.  The  plural  of  figures,  letters,  and  other  characters,  is 
formed  by  means  of  an  apostrophe  (')  and  s.  Thus  : — 4's,  8's, 
a's,  b's,  +'5,  — 's. 

Correct  the  errors  in  the  following  sentences,  and  give  your 
reasons  for  making  the  corrections. 

Henry  has  taken  my  Slate.  Mary  bought  an  english  watch. 
Do  you  like  my  new  book.  George  has  gone  to  europe.  May 
i  ride  with  you  on  the  Horse  ?  he  does  not  make  his  bs  cor- 
rectly. You  must  not  take  my  pen  ?  samuel  makes  his  -fs 
incorrectlv. 


CHAPTER  XIV. 

Case. 

A  substantive  may  be  used  as  the  subject  of  a  proposition,  as 
the  object  after  a  verb  or  a  preposition,  or  like  an  adjective,  to 


CASE.  23 

modify  another  substantive  ;  that  is,  substantives  may  bear  differ- 
ent relations  to  other  words  in  sentences. 

A  substantive,  used  as  the  subject  of  a  proposition,  is  said  to 
be  in  the  nominative  case. 

A  substantive,  used  as  the  object  after  a  verb  or  a  preposition, 
is  said  to  be  in  the  objective  case. 

A  substantive,  used  Hke  an  adjective,  to  modify  another  sub- 
stantive, is  said  to  be  in  the  possessive  case. 

Nouns  are  not  changed  to  denote  the  case,  except  when  used 
like  adjectives,  while  most  pronouns  are. 

To  illustrate,  we  will  place  the  pronoun,  /,  in  three  different 
sentences,  to  observe  the  change  in  form  it  undergoes. 

I  St. — I  struck  John. 

I       struck      John 


In  this  sentence,  it  is  the  subject,  and  remains  unaltered. 

2d. — ^John  struck  me. 

John-      struck      me 

In  this  sentence,  it  is  the  object,  and  becomes  me, 

3rd. — John  took  my  book. 
John        took        book 
my 


In  this  sentence,  it  is  used  like  an  adjective,  and  becomes /^tk. 

Observation,— As  will  be  noticed  hereafter,  substantives  may  bear  other  relations 
to  words  in  sentences. 

^  You  will  be  able  to  tell  the  cases  at  a  glance,  by  the  posi- 
tions of  the  substantives  in  the  delineation. 

If  the  line  for  the  substantive  is  not  immediately  preceded  by 
any  other  line,  the  substantive  is  generally  in  the  7tominativ6 
case. 

If  preceded  by  another  line,  in  the  objective  case. 

If  placed  beneath  another  line  like  an  adjective,  in  \\\^  posses 
sive  case. 

Model.— John  took  my  book. 

John         took        book 


my 


^  John  is  a  noun,  in  the  third  person,  singular  number,  mascu- 
line gender,  and  nominative  case. 

Book  is  a  noun,  in  the  third  person,   singular  numbg 
gender,  and  objective  case. 


UNIVERSITY 


24  ANALYSIS,    PARSING    AND   COMPOSITION. 

My  is  a  pronoun,  in  the  first  person,  singular  number,  common 
gender,  and  possessive  case. 

Exercise. — The  man  spoke  to  him.  Some  birds  have  richly 
tinted  plumage.  You  may  ride  with  them  in  the  wagon,  if  they 
will  let  you.  He  must  not  stay  in  the  house.  The  fence  was 
blown  down  by  the  wind.     The  trees  shed  their  leaves  in  autumn. 

N.  B.  Nouns,  used  like  adjectives,  end  with  an  apostrophe 
(')  and  s;  as,  bird's?  except  nouns  in  the  plural  number  end- 
ing in  s,   which  have  only  the  apostrophe  ;  as,  birds'. 

Paradigm  of  the  forms  of  pronouns,  in  their  diiferent  relations. 

Subject        Modifier        Object 
I. 

Thou. 
He. 
She. 
It. 
We. 

You.  Your.  .        You. 

They.  Their.         Them. 

Many  pronouns  are  used  in  a  double  sense  ;  that  is,  as  a 
noun  and  its  modifier.  Thus  : — 'This  book  is  tnine?  Mine  is 
equivalent  to  7ny  book.     All  such  words  may  with  propriety  be 

called  ADJECTIVE  PRONOUNS. 

Write  three  sentences  containing  pronouns  in  the  nominative 
case;  three,  containing  pronouns  in  the  possessive  case  ;  and 
three,  containing  pronouns  in  the  objective  case. 

Write  a  sentence  containing  a  pronoun  in  the  third  person, 
singular  number,  masculine  gender,  and  objective  case. 


My. 

Me. 

Thy. 

Thee.  Nearly  obsolete. 

His. 

Him. 

Her. 

Her. 

Its. 

It. 

Our. 

Us. 

CHAPTER  XV. 
Rules. — Caution. 
You  may  now  commit  to  memory  the  following  rules. 

Rule  I.  The  subject  of  a  proposition,  must  be  in  the  nomina- 
tive case. 

Rule  II.  The  object  of  a  verb,  or  a  preposition,  must  be  in  the 
objective  case. 

Rule  III.     A  substantive,  used  like  an  adjective,  must  be  in 
the  possessive  case. 


COPULA. — ATTRIBUTE. — APPOSITION.  25 

Rule  IV.  Pronouns  must  agree  in  person,  number,  and  gen- 
der, with  the  nouns  they  stand  for. 

Caution. — You  will  notice  many  substantives,  used  like  adjec- 
tives. Do  not  make  a  mistake  and  call  them  adjectives  ;  they 
are  still  substantives,  and  as  such,  may  be  modified  by  adjec- 
tives. 

Example. — That  old  man's  cane  is  broken. 

Cane  is  broken 


that      old 


The  word  7nan^s,  though  used  to  modify  a  substantive,  is  it- 
self a  substantive  ;  and  the  words,  that  and  old  modifying  it, 
are  adjectives. 

Note.  When  a  substantive  is  actually  converted  into  an  adjective,  it  has  neither 
person,  number,  gender,  nor  case.  The  word,  gold,  in  the  sentence,  '  this  is  a  gold 
RING,'  is  simply  an  adjective. 

Exercise.— The  little  boy's  hat  fell  into  the  water.  He  took 
the  old  man's  ax.  You  may  take  Henry's  book.  I  will  go  with 
you  to  your  house.  We  must  not  meddle  with  other  people's 
affairs.  They  cannot*  take  our  property  by  force.  Does  the 
lazy  man's  garden  produce  weeds  ?  You  must  not  rob  a  bird's 
nest. 

Correct  the  errors  in  the  following  sentences,  and  give  your 
reasons  for  making  the  corrections. 

Him  went  to  Boston  yesterday.  The  boys  arm  was  hurt. 
The  man  stole  they  horse.  Henry  gave  some  marbles  to  I. 
Us  chmbed  up  the  mountain.  Williams  farm  is  sold.  John  and 
me  will  bring  the  wood.  The  dog  tore  katies  dress.  Can  him 
fly  his  kite.  The  stranger  wore  a  peruvian  hat .''  John  does 
not  study  their  lesson.  Mary  went  to  the  store  and  bought 
himself  a  new  dress. 


CHAPTER  XVI. 
Copula.— Attribute. — Apposition. 

In  some  predicates  there  is  an  adjective,  or  a  substantive, 
that  in  a  measure  modifies  the  subject. 

In  such  cases,  the  predicate  is  supposed  to  be  divided  into 
two  parts. 

The  verbal  portion  is  called  the  copula. 

The  adjective,  or  the  substantive,  is  called  the  attribute. 

*The  adverb,  not,  is  sometimes  joined  to  a  part  of  the  verb,  as  in  the  foregoing  ex- 
ample. 


26  ANALYSIS,    PARSING,   AND   COMPOSITION. 

Example. — Susan  is  good. 

Susan         is  |  good 

The  adjective,  good^  is  asserted  of  the  subject,  Susan^  and 
therefore  modifies  it. 

Note.     In  the  delineation,  the  copula  and  the  attribute  are  separated  by  a  short 
vertical  line. 

Parsing. — /y,  is  a  verb.     Good^  is  an  adjective,  attribute  of 
Susan. 
Model. — William  is  a  carpenter. 

William         is  |  carpenter 


The  substantive,  ^^r/^;^/^r,  modifies  the  subject  in  a  measure, 
by  asserting  a  qualification  or  attainment  pertaining  ^o  it. 

As  carpenter  and  William  are  both  names  applied  to  the  same 
object,  and  as  they  are  used  in  the  construction  ofthe  sentence, 
conjointly^  to  denote  one  and  the  same  thing,  they  are  said  to 
be  in  the  same  case.  William^  as  the  subject  of  a  proposition, 
must  be  in  the  nominative  case  according  to  Rule  I.  Then,  car- 
penter must  be  in  the  nominative  case. 

Rule  V.  Substantives,  used  conjointly  to  denote  the  same 
thing,  agree  in  case.  ' 

Analysis. — William  is  a  carpenter. 

William        is  |  carpenter 


William  is  a  carpenter.  A  sentence.  Subject,  William. 
Predicate,  is  a  carpe^iter.  Copula,  is.  Attribute,  carpenter. 
Attribute,  modified  by  a. 

Sometimes  two  or  more  names  are  given  to  the  same  object 
in  a  sentence,  solely  for  the  purpose  of  identifying  it  more  defi- 
nitely. In  such  cases  the  substantives  are  said  to  be  in  appo- 
sition^ and  as  they  conjointly  represent  the  same  object  in  the 
construction,  they  must  be  in  the  same  case,  according  to  Rule 
V. 

Example. — My  sister  Mary  has  arrived. 

Mary 

sister        has  arrived 
my 


COMPARISON   OF    ADJECTIVES.  27 

The  word,  Mary,  is  used  solely  lo  identify  sister  more  def- 
initely.    It  is  therefore  in  apposition. 

Parsing. — Mary,  is  a  noun,  in  the  third  person,  singular 
number,  feminine  gender,  and  nominative  case,  according  to 
Rule  V. 

Note. — In  delineating  sentences,  words  in  apposition,  with  their  modifiers,  may  ba 
placed  above  the  words  they  identify. 

In  analyzing,  call  Mary  an  element  in  apposition  with  sister. 

Caution. — Pupils  are  apt  to  mistake  a  transitive  verb  in  the 
passive  form,  for  an  attribute ;  but  as  transitive  verbs  always 
represent  action  as  passing  from  one  thing  to  another,  they  can 
easily  determine  by  asking  a  question  ;  thus.  "  The  tree  was 
killed."  Did  anything  kill  the  tree  ?  Something  must  have  kill- 
ed it.  Was  killed  is  then  a  verb.  "  The  tree  was  dead."  Did 
anything  die  the  tree  ?  No.  Dead  is  then  an  attribute.  The 
progressive  form  of  the  verb  also  troubles  pupils,  but,  as  in  this 
case  the  verb  always  ends  in  ingj  thus,  "  The  tree  was  dying," 
they  can  easily  distinguish  it  from  the  attribute. 

Exercise. — "Mary's  new  doll  is  beautiful.  Henry  is  very 
happy.  ^The  old  man  is  a  good  blacksmith.  That  boy's  father 
was  a  talented  actor.  He  is  an  accompHshed  singer.  ^Wash- 
ington was  great  and  good.  Knowledge  is  power.  Priceless  are 
the  rewards  of  virtue.  No  person  is  perfect  in  this  world.  Is 
Samuel's  brother  contented  with  his  lot  ?  'Is  Dennis  the  gar- 
dener sick  ? 

Washington     was   |     great    and    good     ^^  ^^^^^ 

(and 
Washington         was   i  good 


N.  B.  An  object  addressed  is  independent  in  case. 

Compose  "three  sentences  containing  an  adjective  as  the  at- 
tribute, ^three,  containing  a  substantive  as  the  attribute,  and 
''three,  containing  a  substantive  in  apposition. 

Compose  a  sentence  containing  a  pronoun,  in  the  first  person, 
plural  number,  common  gender,  and  nominative  case. 


CHAPTER   XVII. 

Comparison  of  Adjectives. 

Observe  this  book,  which  is  in  my  hand.     I  have  a  thought 
with  regard  to  its  size,  and  will  write  it  on  the  board. 
This  is  a  small  book. 


28  ANALYSIS,    PARSING,   AND   COMPOSITION. 

Here  is  another  not  so  large  as  the  first.     Compare  it  in  size 
with  the  first  one  ;  and  make  use  of  the  words  on  the  board,  as 
nearly  as  possible,  to  express  your  opinion. 
This  is  a  smaller  book. 

Here  is  another  book,  not  so  large  as  either  of  the  others. 
Compare  it  in  size  with  them,  and  express  your  opinion  as  be- 
fore. 

This  is  the  smallest  book. 

Had  I  picked  up  the  smallest  one  first,  and  written  on  the 
board : 

This  is  a  large  book  ; 

To  compare  the  next  one  with  it,  you  would  say. 
This  is  a  larger  book  ; 

And  to  compare  the  first  one  used  with  them,  you  would  say, 
This  is  the  largest  book. 

If  you  will  notice  carefully  the  examples  written  on  the  board  ; 
you  will  observe,  that  adjectives  expressing  quality^  are  changed 
in  form  to  denote  a  greater  or  less  degree  of  that  quahty,  and 
that  they  undergo  still  another  change  in  form,  to  denote  the 
greatest  or  least  degree  of  that  quality. 

When  an  adjective  is  used  to  denote  a  simple  quality,  2iS  good, 
in  the  expression, — *'John  is  a  good  boy,"  it  is  said  to  be  in  the 
POSITIVE  DEGREE  of  Comparison. 

When  used  to  compare  objects  with  each  other,  and  at  the 
same  time  to  denote  a  greater  or  a  less  degree  of  quality,  as 
better,  in  the  expression, — ''John  is  a  better  boy  than  James," 
they  are  said  to  be  in  the  comparative  degree  of  comparison. 

When  used  to  compare  one  of  a  class  of  objects,  with  several 
others,  and  at  the  same  time  to  denote  the  greatest  or  least  de- 
gree of  quality,  as  best,  in  the  expression, — "John  is  the  best 
boy  in  the  school,"  they  are  said  to  be  in  the  superlative  de- 
gree of  comparison. 

Adjectives  denoting  quality  are  called  qualifying  adjectives. 

Adjectives  not  denoting  quality,  but  used  to  limit  or  to  point 
out  substantives,  are  called  limiting  adjectives. 

Note.— In  general,  you  can  determine  whether  an  adjective  is  limiting  or  qualifying 
by  trying  to  compare  it. 

Some  adjectives,  like  good,  bad,  are  compared  irregularly. 
Pos.  good.         Com.  better.         Sup.  best. 
Pos.  bad.  Com.  worse.         Sup.  worst. 

Others  like  sweet,  are  compared  regularly,  by  adding  er  and  est. 
Thus : 

Pos.  sweet.        Com.  sweeter.        Sup.  sweetest. 

Others,  like  beautiful,  are  compared  regularly  by  prefixing 
some  other  word.    Thus  : 

Pos.  beautiful,       Com.  more  beautiful,  Sup.  most  beautiful, 

Pos.  beautiful,       Com.  less  beautiful,  Sup.  least  beautiful. 


RELATIVE   CLAUSES.  29 


Parsing. — This  is  the  sweetest  rose. 
This         is  I   rose 


the       sweetest 


Sweetest^  a  qualifying  adjective,  in  the  superlative  degree. 
The^  a  limiting  adjective. 

Henry's  garden  is  the  most  beautiful  one.       * 

Garden         is  |    one 
Henry's  the         beautiful 

most 


Beautiful^  a  qualifying  adjective,  in  the  superlative  degree. 
Most,  an  adverb. 

Note. — Some  adverbs  may  be  compared  in  the  same  manner  as  adjectives. 

Exercise. — *John  is  a  good  boy.  He  has  a  big  apple.  ^My 
kite  is  prettier  than  Henry's  kite  is.  Is  it  a  very  bad  road  ? 
This  rose  is  handsomer  than  yours  is.  A  good  boy  will  not  tell 
a  lie,  "This  is  the  sweetest  apple  in  the  orchard.  He  lost  his 
new  top  in  the  road.  ^John's  is  the  best  ball.  ^That  is  a  dull 
knife. 

Note. — In  each  of  the  last  two  sentences  there  is  a  word  understood.  In  the  first 
of  the  two,  the  word,  ball,  is  understood  after  John's  ;  in  the  second,  the  word 
KNIFE,  after  that.  The  common  rule  in  analyzing  is  this  :  "  If  the  word  is  omitted 
after  a  noun  in  the  possessive  case,  supply  it  ;  but  if  it  is  omitted  after  an  adjective 
pronoun,  do  not  supply  it."     Thus  : 


ball 


John's  the    best 


That        is  I   knife 


dull 


N.  B.  A  is  used  before  a  word  commencing  with  a  conso- 
nant sound  ;  an,  before  a  word  commencing  with  a  vowel  sound. 

Compose  "three  sentences  containing  adjectives  in  the  posi- 
tive degree,  **three,  containing  adjectives  in  the  comparative  de- 
gree, and  ''three,  containing  adjectives  in  the  superlative  degree. 

Compose  three  sentences  containing  adjective  pronouns,  and 
three  with  a  word  omitted  after  a  nonn  in  the  possessive  case. 


CHAPTER  XVIII. 

Relative  Clauses. 

Substantives  are  sometimes  modified  by  clauses,  the  hrst  word 
of  which,  is  a  word,  used  instead  of  the  word  modified  by  the 
clause. 


30  ANALYSIS,   PARSING,   AND   COMPOSITION. 

These  clauses  are  called  relative  clauses,  and  the  first 
word  or  connective,  a  relative  pronoun. 

Who,  which,  and  that,  are  the  words  most  frequently  used  in 
this  way. 

Subject.        Modifier.         Object. 
Who  Whose  Whom. 

Note. — Wn^pH,  and  that,  are  not  inflected,  though  whose  is  sometimes  used  as 
the  possessive  of  which. 

Example. — The  boy,  who  was  lost,  is  found. 
Boy  is     found 


the 


-( 


who        was        lost 


In  dehneating  these  sentences,  place  the  relative  clause  be- 
neath the  word  it  modifies,  and  connect  them  by  the  usual  con- 
nective sign. 

The  whole  clause,  as  it  modifies  a  substantive,  is  an  adjective 
clause. 

The  trees,  which  he  saw,  were  dead. 

Trees  were  |  dead 

the 


( 


he         saw        which 


In  the  foregoing  sentence,  the  relative  is  the  object  of  a  verb. 
The  man,  whose  horse  ran  away,  is  hurt. 

Man  is     hurt 

the         / 

horse        ran 


whose         away 


In  the   foregoing   sentence,  the  relative  is  used  like  an  adjec- 
tive. 

Analysis. — '  The  boy,  who  was  lost,  is  found,'  a  sentence  con- 
taining a  principal  proposition  and  a  clause.  The  principal  prop-- 
osition  is,  ^  the  boy  is  found.''  The  clause  is,  '  who  was  lost.'' 
The  connective  is,  '  who.'  The  subject  of  the  principal  proposi- 
tion is  boy.  Predicate,  is  found.  The  subject  is  modified  by 
the,  and  by  the  relative  clause,  who  was  lost.  Predicate,  un- 
modified. The  subject  of  the  relative  clause  is  who.  Predicate, 
was  lost.     Subject,  unmodified.     Predicate,  unmodified. 


RELATIVE   CLAUSES. 


31 


The  word,  what^  is  peculiar.  It  is  like  a  conjunction,  because 
it  connects  two  propositions.  It  is  like  a  relative,  because  it  is 
either  the  first  word  in  its  clause,  or  the  second  after  a  govern- 
ing preposition.  It  is  like  an  adjective,  because  it  modifies  a 
noun,  either  expressed  or  understood.  It  is  like  a  substantive, 
because  it  is  used  alone,  either  as  the  subject  or  the  object  in 
a  proposition.  The  easiest  way  to  dispose  of  it,  is  to  class  it 
among  the  adjective  pronouns. 

Example. — He  found  what  you  lost. 

He        found        you        lost        what 


In  this  sentence,  the  word,  what^  introduces  an  object  clause, 
and  is  itself  the  object  of  the  clause  introduced. 

The  doctor  discovered  what  ailed  the  man. 

what         ailed        man 

Doctor  discovered 


the 


the 
In  this   sentence,  it  is  the  subject  of  the  clause  it  introduces. 

When  used  in  asking  questions,  who^  which^  and  what^  are 
called  interrogative  pronouns. 

Exercise. — The  dog,  which  barks,  seldom  bites.  ^People, 
who  live  in  glass  houses,  should  not  throw  stones.  ^The  man 
and  the  woman,  whom  I  saw,  were  foreigners.  ^People,  whose 
means  are  limited,  should  live  within  them.  ''The  eagle,  that  he 
shot,  was  sitting  in  a  tall  tree.  What  you  do  not  know,  you  can- 
not tell.  What  cannot  be  cured,  must  be  endured.  ^Our  hap- 
piness depends  on  what  we  desire. 

Compose  sentences  to  place  over  the  following  delineations. 

N.  B.  Relative  clauses  are  generally  marked  off  from  the 
rest  of  the  sentence  by  commas;  and,  to  prevent  ambiguity,  the 
relative  is  placed  either  next  the  modified  word,  or  as  near  it  as 
possible. 


—  ( 


32  ANALYSIS,    PARSING,    AND   COMPOSITION. 

CHAPTER  XIX. 

*  Verbs. 

Verbs  not  only  assert  being,  action,  or  state,  but  the  time  of 
existence  of  the  being,  action,  or  state. 

To  ilkistrate,  I  will  now  draw  on  the  board  a  horizontal  line 
to  represent  time;  and  from  the  center  of  this,  a  short  vertical 
line  to  represent  that  portion  of  time  now  in  existence,  or  pres- 
ent time.  All  that  portion  to  the  left  of  the  vertical  line,  will 
represent  time  gone  by,  or  past  time,  and  that  On  the  right,  time 
to  come,  or  future  time. 

Present. 

Past  I  Future. 

Time. 

We  will  take  the  verb,  see^  and  place  it  in  each  of  the  three 
divisions  of  time.  In  the  present,  now,  I  see.  In  the  past,  yes- 
terday, I  saw.     In  the  future,  to-morrow,  I  will  see. 

See. 

Saw.  I  Will  see. 

Time. 

Besides  these  three  principal  divisions  of  time,  there  are  three 
subordinate  divisions,  called  perfect,  because  they  represent 
the  being,  action,  or  state,  as  completed  at  or  during  one  of  the 
three  principal  divisions. 

To  illustrate,  in  past  time  I  will  draw  a  short  vertical  line,  to 
represent  the  time  at  which  some  past  action  occurred,  and  a 
similar  one  in  future  time,  to  represent  the  time  at  which  some 
future  action  will  occur.  Then  that  portion  to  the  left  of  the 
line  in  past  time,  will  represent  past  time  completed  at  or  before 
some  definite  past  time,  or  past  perfect  time  ;  the  portion  be- 
tween that  line,  and  the  one  standing  for  present  time,  past  time 
completed  at  or  before  the  present,  or  present  perfect  time  ; 
and  the  portion  between  the  line  standing  for  present  time,  and 
the  line  in  future  time,  future  time  that  will  be  completed  at  or 
before  some  definite  future  time,  or  future  perfect  time. 

Present. 
Past.  I  Future. 

Past  Perfect.      |  Present  Perf.  |  Future  Perfect.       | 

Time. 

We  will  place  the  verb,  see^  in  each   of  these  kinds   of  time. 

Past  time  completed  at  or  before  some  definite  past  time.  I 
had  seen  him  before  you  came.. 

Past  time  completed  at  or  before  the  present.  I  have  seen 
him  to-day. 


VERBS.  33 

Future  time  that  will  be  completed  at  or  before  some  definite 
future  time.     I  shall  have  seen  him  before  the  cars  arrive. 

See. 
Saw.                       I                         Will  see. 
Had  seen.      |     Have  seen.     I  Shall  have  seen.    | 

Time. 
N.  B.     Time  in  grammar  is  called  tense. 

Besides  asserting  the  time,  verbs  have  also  a  manner  of  as- 
serting called  MODE. 

There  are  five  modes  ;  the  indicative,  the  potential,  the 
subjunctive,  the  imperative,  and  the  infinitive. 

The  tenses  of  the  different  modes,  may  be  known  by  the  words 
prefixed,  called  signs. 

By  learning  to  make  the  following  synopsis,  you  will  know 
the  tense  signs. 


The  indicative  mode  has  six  tenses  : — 

Present      *  No  sign. 
Past.     *Nosign. 
Future.     Shall.  Will. 


Pres.  Pert.  Have.  Hast.  Has.  Hath. 

Past  Pert.     Had.  Hadst. 

Fut.  Pert.     Shall  have.     Will  have. 


The  f  potential  mode  has  four  tenses  : — 

Pres.  Pert.  May  have.  Can  have. 
Past  Pert.  Might  have.  &c.  [&c.  ] 


Pres.     May.  Can.  Must. 

Past.     Might.      Could. 

[Would.  Should. 


The  subjunctive  mode  has  two  tenses  : — 

"resent.  \  Note. — This  mode  is  known  by  its  characteristic  significance  of 

Past.  {        doubt.     It  has  no  peculiar  signs. 

The  infinitive  mode  has  two  tenses  : — 

Present.     To.  ^  i  Present.    Ends  in  ing. 

V      Participles.  \  Past.     No  sign. 
Perfect.    To  have.     )  ( Perfect.     Having. 

The  imperative  mode  has  one  tense  : — 

r     The  sign  of  this  tense  consists  in  its  expressing 
Present.  \  a  command.  It  is  commonly  used  with  a  subject  in 
( the  second  person. 

If  we  discard  a  form  of  the  verb,  now  nearly  obsolete,  the 
form  agreeing  with  the  pronoun  thou,  we  will  find  but  few  chang- 
es in  any  verb,  on  account  of  agreement  with  its  subject. 

*  To  express  strong  emphasis,  and  also  to  ask  questions,  do  is  frequently  used  a$  a 
sign  in  the  present,  and  did  in  the  past  indicative. 

t  The  names  of  the  tenses  in  this  mode  do  not  always  denote  the  time. 

2^ 


34 


ANALYSIS,   PARSING,   AND   COMPOSITION. 


The  following  is  a  paradigm  of  the  verb  see^  in  the  simple 
form. 

INDICATIVE  MODE. 


Present. 

See. 

Subj.  in  3rd  per.  sing.  num. 

Sees. 

Past. 

Saw. 

Future. 

Shall,  or  will  see. 


Present  Perfect. 

Have  seen. 

Subj.  in  3rd  per.  sing.  num. 

Hasseen- 

Past  Perfect. 

Had  seen. 

Future  Perfect. 

Shall,  or  will  have  seen. 


POTENTIAL  MODE. 


Present. 

May,  can,  or  must  see. 

Past. 

Might,  could,  would,  or  should 

see. 


Present  Perfect. 
May,  can,  or  must  have  seen. 

Past  Perfect. 

Might,  could,  would,  or  should 

have  seen. 


SUBJUNCTIVE  MODE. 


Present. 

See. 


Past. 
Saw. 


INFINITIVE  MODE. 


Present. 
To  see. 


Perfect. 
To  have  seen. 


IMPERATIVE  MODE. 

Present. 

See.     See  *you.     Do  *you  see.     *Position  of  Subject. 


PARTICIPLES. 

Present.  Past.  Perfect. 

Seeing.  Seen.  Having  seen. 


VERBS. 


35 


Paradigm  of  the  irregular,  mixed  verb  be. 
INDICATIVE  MODE. 


Present. 

Are. 

Sub.  in   ist  per.  sing.  num. 

Am. 

Sub.  in  3rd  per.  sing.  num. 

Is. 

Past. 
Sub.  in  sing.  num.     Was. 
Sub.  in  plu.  num.     Were. 

Future. 
Shall,  or  will  be. 


Present  Perfect. 

Have  been. 

Sub.  in  3rd.  per.  sing  num. 

Has  been. 


Past  Perfect. 
Had  been. 

Future  Perfect. 
Shall,  or  will  have  been. 


POTENTIAL  MODE. 


Present. 

Present  Perfect. 

May,  can  or  must  be. 

May,  can,  or  must  have  been. 

Past. 

Past  Perfect. 

it,  could,  would,  or  should 

Might,  could,  would,  or  should 

be. 

have  been. 

SUBJUNCTIVE  MODE. 

Present. 

Past. 

Be. 

Were. 

INFINITIVE  MODE. 

Present. 

Perfect. 

To  be. 

To  have  been. 

IMPERATIVE  MODE. 

Present. 
Be.     Be  you.     Do  you  be. 

PARTICIPLES. 
Present.  Past.  Perfect. 

Being.  Been.  Having  been. 


36  ANALYSIS,    PARSING,    AND   COMPOSITION. 

The  paradigm  of  the  verb,  be^  should  be  commitled  to  memo- 
ry, as  it  is  used  in  the  compound  forms  of  conjugation,  to  be  ex- 
plained hereafter. 

Parsing. — The  boy  can  eat  an  apple. 

Boy  can     eat  apple 

the  an 


The^  a  limiting  adjective.  Boy^  a  noun,  in  the  third  person, 
singular  number,  masculine  gender,  and  nominative  case.  Rule 
I.  Can  eat,  a  verb,  in  the  potential  mode,  present  tense,  correct 
form  to  be  used  with  a  subject  in  the  third  person,  singularnum- 
ber. 

*Rule  VI.  A  verb  must  agree  with  the  person  and  number 
of  its  subject. 

An,  a  limiting  adjective.  Apple,  a  noun,  in  the  third  person, 
singular  number,  neuter  gender,  and  objective  case.     Rule  II. 

Exercise. — He  has  learned  his  lesson.  John  had  finished 
his  work.  Mary  will  go  with  you.  They  will  have  entered  col- 
lege. We  may  improve  our  minds.  He  could  perform  the  work. 
William  might  have  gone  to  Europe.  He  may  have  done  it,  but 
I  do  not  believe  it. 

Rewrite  the  following  sentences  in  all  the  tenses  of  the  indic- 
ative and  the  potential  modes. 

The  pigeon  flies  very  swiftly. 
The  rain  fell  in  torrents. 
We  will  write  a  letter. 
I  have  learned  my  lesson. 
He  may  leave  it  with  us. 

State  in  what  particular  the  following  sentences  are  incorrect. 
Correct  them,  and  give  your  reasons  for  making  the  corrections. 

John  and  me  will  go  with  you. 

He  struck  I  on  my  arm. 

You  may  ride  with  they  in  their  wagon. 

Henry  is  a  good  boy,  for  she  studies  her  lessons. 

They  asked  william  for  his  knife. 

the  old  mans  horse  ran  away. 

This  is  not  the  book,  that  i  wanted. 

Will  you  lend  he  your  new  slate. 

He  went  to  sacramento  on  the  cars  ? 

Is  the  coyote  a  very  large  river, 

The  storekeeper  gave  mary  and  i  some  candy. 

I  are  writing  my  exercise. 

She  have  not  been  attentive  ? 

*NoTE. — It  was  thought  best  to  retain  this  rule,  in  order  to  call  the  attention  of  pu- 
pils to  the  changes  sometimes  made  in  the  verb. 


PARTICIPLES — FORMS    OF   CONJUGATION.  37 


CHAPTER  XX. 

Participles. — Passive  and  Progressive  Forms  of  Con- 
jugation. 

You  will  notice  in  the  synopsis,  and  also  in  the  paradigms 
given,  a  part  of  verbs  called  participles. 

They  are  so  called  because  they  are  partly  verbs,  and  partly 
adjectives  or  substantives. 

There  are  three  participles  :  the  present,  which  always  ends 
in  iiig ;  the  past,  which  has  no  sign  ;  and  the  perfect,  which 
has  the  word,  havi7ig^  prefixed. 

You  will  also  notice  in  the  synopsis,  that  the  present  tense, 
indicative  mode,  the  past  tense,  indicative  mode,  and  the  past 
participle,  have  no  signs. 

The  way  in  which  the  past  tense,  indicative  mode,  and  the 
past  participle,  are  varied  in  spelling  from  the  present  tense, 
indicative  mode,  determines  whether  the  verb  is  regular  or 

IRREGULAR. 

If  they  are  formed  by  adding  ^  or  ed^  to  the  present  tense,  the 
verb  is  said  to  be  regular  ;  if  not,  it  is  said  to  be  irregular. 

By  making  use  of  the  following  form,  you  will  be  enabled  to 
determine  whether  a  verb  is  regular  or  irregular. 

Present  Indicative.  (  Now  I  

Past  Indicative.        J  Yesterday  I 

Past  Participle.         (        I  having 


Fill  in  the  verb  in  place  of  the  dash. 
To  illustrate,  we  will  use  the  verb  see. 

Present  Indicative.  TNow  I  see. 
Past  Indicative.       X  Yesterday  I  saw. 
Past  Participle.        (  I  having  seen. 

As  the  past  indicative  and  the  past  participle  are  not  formed 
by  adding  d^  or  ed^  to  the  present,  the  verb  is  irregular. 

The  present  indicative,  past  indicative,  present  participle,  and 
past  participle,  are  called  the  principal  parts  of  a  verb,  because 
all  the  other  parts  are  formed  from  them. 

Note. — The  verb  be,  being  a  mixed  verb,  is  an  exception  to  this  statement. 

The  foregoing  form  determines  all  of  these  except  the  present 
participle,  which  always  ends  in  ing. 

When  a  verb  asserts  action,  and  represents  this  action  as 
passing  from  one  thing  to  another,  it  is  called  transitive. 

If  the  action  is  not  represented  as  passing  from  one  thing  to 
another,  or  if  the  verb  merely  asserts  being  or  state,  it  is  called 

INTRANSITIVE. 

If  the  action,  asserted  by  a  transitive  verb,  passes  from  the 


38 


ANALYSIS,    PARSING,    AND   COMPOSITION. 


subject  of  a  sentence  to  the  object,  the  verb  is  said  to  be  in  the 
*ACTiVE  form  ;  if  the  action  passes  from  something  else  to  the 
subject,  the  verb  is  said  to  be  in  the  ^passive  form. 

The  active  form  of  conjugation  is  the  same  as  the  simple  form 
already  given.     The  following  is  the  passive  form. 


INDICATIVE   MODE. 


Present. 

Are  seen. 
Sub.  in  ist  person,  sing.  num. 

Am  seen 

Sub.  in  3d  person,  sing.  num. 

Is  seen. 

Past. 

Subject  in  singular  number. 

Was  Seen. 

Subject  in  plural  number. 

Were  seen. 

Future. 
Shall,  or  will  be  seen. 


Present  Perfect. 

Have  been  seen. 

Sub.  in  3d  person,  sing.  num. 

Has  been  seen. 


Past  Perfect. 
Had  been  seen. 


Future  Perfect. 
Shall,  or  will  have  been  seen. 


POTENTIAL  MODE. 


Present. 
May,  can,  or  must  be  seen. 

Past. 

Might,  could,  would,  or  should 
be  seen. 


Present  Perfect. 

May,  can,  or  must  have  been 
seen. 

Past  Perfect. 

Might,  could,  would,  or  should 
have  been  seen. 


SUBJUNCTIVE   MODE. 


Present. 
Be  seen. 


Past. 
Were  seen. 


INFINITIVE  MODE. 


Present. 
To  be  seen. 


Perfect. 
To  have  been  seen. 


*That  is  ;  the  form  of  conjugation  to  be  used  when  the  subject  is  active,  or  the  sub- 
ject is  passive. 


PARTICIPLES — FORMS    OF   CONJUGATION.  39 

IMPERATIVE  MODE. 

Present. 

Be  seen.  Be  you  seen.        Do  you  be  seen. 

PARTICIPLES. 
Present.  Past.  Perfect. 

Being  seen.  Been  seen.  Having  been  seen. 

As  will  be  seen  by  an  inspection  of  the  paradigm,  the  passive 
form  of  conjugation  is  formed  by  means  of  the  verb,  be  :  the 
verb  be^  being  regularly  conjugated  through  all  the  modes  and 
tenses,  and  the  past  participle  only,  of  the  verb  under  conjuga- 
tion, placed  after  it. 

There  is  another  form  of  conjugation  in  common  use,  that 
represents  the  subject  as  continuing  in  action. 

This  is  called  the  progressive  form. 

This  form  of  conjugation  is  formed  by  means  of  the  verb,  he^ 
in  the  same  manner  as  the  passive  form,  with  the  exception, 
that  in  this  case  tho.  present  participle  of  the  verb  under  conju- 
gation is  used. 

Example.  INDICATIVE  MODE. 

Present.     Are  seeing,  Am  seeing.  Is  seeing. 

Past.  Was  seeing,  Were  seeing. 

Future.       Will  be  seeing,  Shall  be  seeing. 
Etc.  Etc. 

Parsing. — The  fish  will  be  caught. 

Fish  will  be  caught. 


the 

Will  be  caught  is  an  irregular,  transitive  verb,  in  the  passive 
form,  indicative  mode,  future  tense,  correct  form  to  be  used  with 
a  subject  in  the  third  person,  singular  number.  Rule  VI. — A 
verb  must  agree  with  the  person  and  number  of  its  subject. 

ExFiRCiSE. — Henry  will  be  hurt  by  the  horse.  The  men  were 
riding  in  buggies.  Rome  was  built  on  seven  hills.  Carthage 
was  destroyed  by  the  Romans.  The  children  are  playing  in  the 
garden.  John  is  learning  his  lesson.  The  city  may  be  destroyed 
by  an  earthquake.  The  house  was  burned  by  lightning.  Mary 
is  making  a  dress. 

Rewrite  the  following  sentences,  transposing  the  verb  from 
one  form  to  another. 

N.  B. — The  direct  object  of  a  transitive  verb  in  the  simple 
form,  becomes  the  subject  of  the  proposition,  when  the  verb  is 
transposed  to  the  passive  form. 


40 


ANALYSIS,    PARSING,   AND   COMPOSITION. 


The  boy  will  shoot  the  dove. 
The  men  are  chopping  wood. 
The  laborers  may  bind  the  grain. 
.    Have  you  seen  the  sun  this  morning  ? 
The  sun  gives  light  and  heat  to  us. 
He  has  torn  a  leaf  from  his  book. 
John  can  solve  the  problem. 
The  gardener  planted  the  seeds  in  the  garden. 
The  tree  was  blown  down  by  the  wind. 

In  speaking,  many  persons  commit  errors  by  substituting  the 
past  participle  for  the  past  tense,  and  vice  versa. 

N.  B. — As  the  predicate  of  a  proposition,  the  form  for  the  past 
tense  is  never  used  with  an  auxiliary,  or  sign,  while  the  form  for 
the  past  participle  is  never  used  without  one. 

The  following  is  a  list  of  the  verbs  most  frequently  used  in- 
correctly. 


Present. 

Past. 

Past  Participle. 

Bind. 

Bound. 

•    Bound. 

Climb. 

Climbed. 

CHmbed. 

Do. 

Did. 

Done. 

Drag. 

Dragged. 

Dragged. 

Drive. 

Drove. 

Driven. 

Fall. 

Fell. 

Fallen. 

Fly. 

Flew. 

Flown. 

Go. 

Went. 

Gone. 

Grow. 

Grew. 

Grown. 

Know. 

Knew. 

Known. 

Rise. 

Rose. 

Risen. 

See. 

Saw. 

Seen. 

Steal. 

Stole. 

Stolen. 

Take. 

Took. 

Taken. 

Tear. 

Tore. 

Torn. 

Wear. 

Wore. 

Worn. 

Write. 

Wrote. 

Written. 

following  verbs  are  frequently 

confounded  in  use. 

To  recline. 

(Lie. 
JLay. 

Lay.              Lain. 

To  put  or  place. 

Laid.            Laid. 

To  take  a  seat. 

j  Sit. 
"  Set. 

Sat.            Sat. 

To  put  or  place. 

Set.             Set. 

Correct  the  errors  in  the  following  sentences,  and  state  your 
reasons  for  making  the  corrections. 

The  boy  dumb  up  the  tree.    I  done  it  myself    He  has  drove  a 
Jong  distance.  The  horse  drug  the  man  all  over  the  yard.  My  bird 


INFINITIVE   PHRASES.  41 

has  flew  away.  He  might  have  fell  down  and  hurt  himself.  Mary- 
has  went  to  the  city.  The  tree  had  grew  up  crooked.  I  knowed 
it.  He  had  rose  up  from  the  ground  before  the  dog  seen  him. 
Somebody  has  stole  Peter's  knife.  Henry  has  tore  the  leaves  of 
his  book.  The  coat  was  wore  out.  Susan  has  wrote  her  exer- 
cise. The  boy  laid  down  on  the  ground.  James  set  down  on  a 
log.  I  have  saw  strange  things.  Who  has  took  my  slate  ?  The 
apples  have  laid  there  long  enough.     Will  you  set  there  all  day  ? 


CHAPTER  XXI.  .      , 

Infinitive  Phrases. 
The  infinitive  mode  is  used  in  phrases.  • 

These  phrases  may  be  used  as  substantives,  as  adjectives,  as 
adverbs,  or  independently. 

The  infinitive  mode  do.es  not  admit  of  a  subject,  but  it  may 
have  an  pbject  ;  the  action  in  this  case  is  represented  as  com- 
ing from  some  previous  subject. 

In  delineating  these  sentences,  place  words  or  phrases,  used  independently,  above 
the  rest  of  the  sentence. 

Model. — To  tell  the  truth,  I  did  break  it. 
I      to     tell  truth 


the 
I  did    break 


The  infinitive,  to  tell^  has  an  object,  truth  ;  the  action  coming 
from  /,  the  subject  of  the  sentence. 

In  the  following  sentence,  an  infinitive  phrase  is  used  as  the 
object  of  a  verb. 

Model. — Boys  love  to  play. 

Boys        love  |    to     play  Boys        love       I    to    play 

In  the  following  sentence,  an  infinitive  phrase  is  used  like  an 
adjective. 

Model. — The  right  to  carry  arms  is  allowed. 

Right  is    allowed 

the      I    to     carry        arms 


Analysis. — The  right  to  carry  arms  is  allowed.     A  sentence. 
Subject,  right.     Predicate,  is  allowed.     The  subject  is  modified 


42  ANALYSIS,    PARSING,   AND    COMPOSITION. 

by  the,  and  by  the  infinitive  phrase,  to  carry  arms.     Infinitive, 
to  carry.     Object,  ar7ns.     Predicate,  unmodified. 

Parsing. — The^  a  limiting  adjective.  Rights  is  a  noun,  in  the 
third  person,  singular  number,  neuter  gender,  and  nominative 
case.  Rule  I.  To  carry  ar7ns^  an  adjective  phrase.  To  carry, 
a  regular,  transitive  verb,  in  the  active  form,  infinitive  mode, 
present  tense.  Anns,  a  noun,  in  the  third  person,  plural  num- 
ber, neuter  gender,  and  objective  case.  Rule  II.  Is  allowed, 
a  regular,  transitive  verb,  passive  form,  indicative  mode,  present 
tense,  correct  form  to  be  used  with  a  subject  in  the  third  person, 
singular  number.     Rule  VI. 

Exercise. — He  wanted  to  get  my  pencil.  You  may  be  com- 
pelled to  go.  To  acquire  riches  is  not  easy.  Tell  him  to  come 
here.  I  wish  to  see  him.  Try  to  act  honestly.  To  learn  les- 
sons requires  study.*  William  ought  to  have  received  the  prize. 
To  persist  in  evil  does  not  excuse  it.  The  best  throw  of  the  dice 
is  to  throw  them  away. 

Note. — The  sign  of  the  infinitive  is  sometimes  omitted. 

Bid  him  come  here.     He  made  the  enemy  fly  before  him.     I 
felt  it  move.     John  saw  the  deer  run  over  the  hill.     Did  you  hear' 
them  recite  their  parts  ? 

Correct  the  errors  in  the  following  sentences,  and  give  your 
reasons  for  making  the  corrections. 

The  books  is  on  the  desk.  He  asked  Susan  and  I  to  go  with 
him.  Any  one  of  my  pupils  is  allowed  to  go  to  the  board  when- 
ever they  please.  Horses  runs  wild  in  many  countries.  Let 
you  and  i  the  battle  try.  Give  me  samuels  book.  You  should 
not  set  down  in  the  damp  grass.     He  done  his  part  faithfully. 


CHAPTER  XXII. 

Participial  Phrases. 

Participles  are  also  used  in  phrases,  and  these  phrases  may 
be  substantive,  adjective,  or  independent  in  use. 

Participles  have  no  subjects,  but  they  may  have  objects. 

Note.     As  participles  are  very  much  like  infinitives  in  use,  and  unlike  them  in 
form,  there  is  no  necessity  for  any  change  in  the  delineations. 

Model. — Perched  on  a  crag  he  viewed  the  scene. 
He  viewed  scene. 

I  perched  the 

on  I  crag 


PARTICIPIAL   PHRASES.  43 


Model. — Scaling  yonder  peak,  I  saw  an  eagle  wheeling  near 
its  brow. 


I  saw  eagle 


I  scaling       peak 
yonder 


Model. — The  art  .of  reading  well  is  acquired  by  imitating  a 
good  teacher. 


Art 

is     acquired 

the  - 
of 

1  reading 
well 

by 

limitating     teacher 
a     good 

Model. — Hoping  for  the  best  yet  fearing  the  worst,  Congress, 
though  surrounded  by  difficulties,  took  measures  to  increase  the 
army. 

Cono:ress  took  measures 


I  hoping    yet  |  fearing     worst  |  to  increase      army. 

^   for  I  best    ^  lh^(though  "^ 

I  surrounded 
by  I  difficulties 

In  this  sentence,  the  subject  is  modified  by  two  participial 
phrases.  The  first,  '^hoping  for  the  best  yet  fearing  the  worst,'^^ 
is  compound.  The  second,  "  surrounded  by  difficulties^''^  is  sim- 
ple, and  joined  to  Congress,  the  word  it  modifies,  by  the  con- 
junction, though. 

Participles,  used  simply  as  the  names  of  actions,  are  not  to  be 
considered  participles,  but  nouns.     Thus  : 

His  singing  was  not  appreciated. 

Singing        was  appreciated, 
his  not 

Singing  is  here  a  noun. 

In  the  same  manner,  if  they  are  used  simply  to  denote  some 
quality  of  a  noun,  without  action  or  state  being  implied,  they  are 
to  be  considered  adjectives.     Thus  : 

A  singing  bird.    Singing  is  here  an  adjective. 


44  ANALYSIS,    PARSING,   AND   COMPOSITION. 

Analysis. — And  gathering  loiterers  on  the  land  discern 
Her  boat  descending  from  the  latticed  stern. 

(and 
Loiterers  discern  boat 


I  gathering      on  |  land  her    |  descending 

the  from  I  stern 


the     latticed 


A  sentence.  Introductory  conjunction,  ^;/^.  Subject, /^//<?r- 
ers.  Predicate,  discern.  Object,  boat.  Subject  modified  by 
gathermg,  and  by  the  prepositional  phrase,  on  the  land.  Con- 
nective, on.  Subsequent,  land.  Subsequent,  modified  by  the. 
Predicate,  unmodified.  Object,  modified  by  her,  and  by  the 
participial  phrase,  descending  fro?n  the  latticed  stern.  Participle, 
descending.  Participle  modified  by  the  prepositional  phrase, 
from  the  latticed  stern.  Connective, /r^/;/.  Subsequent,  j"/^r;/. 
Subsequent,  modified  by  the,  and  latticed*. 

Parsing.  ^/^^,  a  conjunction.  6^^///^r///^,  a  regular,  intran- 
sitive verb,  present  participle.  Loiterers,  a  noun,  in  the  third 
person,  plural  number,  common  gender,  and  nominative  case. 
Rule  I.  (9;/ M^ /rt;;^Z(f/,  adjective  phrase.  0«,  a  preposition.  The, 
a  limiting  adjective.  Lajid,  a  noun,  in  the  third  person,  singular 
number,  neuter  gender,  and  objective  case.  Rule  II.  Discern, 
a  regular,  transitive  verb,  in  the  active  form,  indicative  mode, 
present  tense,  correct  form  to  be  used  with  a  subject  in  the  third 
person,  plural  number.  Rule  VI.  Her,  a  pronoun,  in  the  third 
person,  singular  number,  feminine  gender,  and  possessive  case. 
Rule  III.  Boat,  a  noun,  in  the  third  person,  singular  number, 
neuter  gender,  and  objective  case.  Rule  II.  Descending  from 
the  latticed  stern,  adjective  phrase.  Descending,  a  regular,  in- 
transitive verb,  present  participle.  Froiti  the  latticed  stern, 
adverbial  phrase.  From,  a  preposition,  connects  descending  and 
stern.  The,  a  limiting  adjective.  Latticed,  a  limiting  adjective. 
Stern,  a  noun,  in  the  third  person,  singular  number,  neuter  gen- 
der, and  objective  case.     Rule  II. 

Exercise. — Some  fearing  a  trial  fled.  ^The  foraging,  having 
in  the  mean  time  been  completed,  our  soldiers  distinctly  hear 
the  shout.  The  barbarians,  espying  our  standard  in  the  distance, 
desist  from  the  attack.  By  doing  nothing,  we  learn  to  do  ill. 
^The  business  of  training  youth  in  elocution,  should  begin  in 
childhood.     They  could  not  avoid  giving  offense. 

The  judge  rode  slowly  down  the  lane. 
Smoothing:  his  horse's  chestnut  mane. 


PARTICIPIAL   PHRASES.  45 

Many  thought  his  being  dishonest  was  the  cause  of  his  failure. 
I  beins:  I  dishonest 


his  , 
was     cause 


the       of  I  failure. 


his 
Many         thought       ZZZ 


In  assuming,  by  the  use  of  participles  and  participial  phrases, 
the  more  unimportant  particulars,  the  leading  idea  in  a  statement 
is  brought  out  very  prominently.  Sentences  that  would  other- 
wise be  loose  and  weak,  are  thus  made  terse  and  strong. 

Examples.-  \  ^^  ^^^  ""«'  ^°^  */"  ^«  ^^'^- 

I  On  seemg  me,  he  fled. 

{When  Caesar  perceived  this,  he  detached  his  cavalry  to  re- 
ceive their  charge. 
On  perceiving  this,  Caesar  detached  his  cavalry  to  receive 
their  charge. 

Assume  one  or  more  of  the  statements  in  the  following  sen- 
tences. 

Exercise. — After  corruption  has  once  crept  in,  it  will  sharpen 
party  animosity.  I  am  determined  to  enjoy  life,  and  I  should 
be  sorry  to  have  my  enjoyment  the  source  of  pain  to  an  old  friend. 
As  soon  as  you  reach  the  gates  of  the  city,  your  labors  will  cease. 
Money  that  has  been  earned  with  Httle  labor,  is  generally  spent 
with  little  consideration.  After  you  have  informed  yourself,  you 
may  instruct  others.  When  he  was  crossing  the  mountains,  he 
saw  a  bear,  that  was  killing  an  ox.  A  terrace  was  raised,  and 
lines  were  drawn  round  the  place. 


46  ANALYSIS,    PARSING,    AND   COMPOSITION. 

CHAPTER  XXIII. 

Sentences  classed  according  to  Structure. 

A  sentence  may  contain  one  or  more  propositions  or  clauses. 

A  sentence  containing  but  one  proposition  is  called  a  simple 
sentence. 

A  sentence  containing  two  or  more  independent  propositions 
is  called  a  compound  sentence. 

A  sentence  containing  one  simple  proposition,  and  one  or 
more  clauses,  modifying  the  whole  or  any  part  of  the  principal 
proposition,  is  called  a  complex  sentence. 

Example. — Perseverance  overcomes  all  obstacles. 

Perseverance        overcomes        obstacles 


all 

This  is  a  simple  sentence,  it  contains  but  one  proposition. 
Example. — Prosperity  gains  friends,  but  adversity  tries  them. 

Prosperity        gains         friends 
(but 

Adversity         tries         them 


This  is  a  compound  sentence,  it  contains  two  independent 
propositions. 

Analysis. — Prosperity  gains  friends,  but  adversity  tries  them. 
A  compound  sentence.  The  first  proposition  is  'prosperity 
gains  friends.''  The  second  is  '  adversity  'tries  the7n.^  The 
connective  is  'but'  The  subject  of  the  first  proposition  \s  pros- 
perity. Predicate,  gains.  Object,  friends.  No  modifiers. 
The  subject  of  the  second  proposition  is  adversity.  Predicate, 
tries.     Odject,  them.     No  modifiers. 

Example. — I  who  was  present,  know  all  the  particulars. 
I         know        particulars 
(  _an    the 

who     was 
present 


This  is  a  complex  sentence,  it  contains  a  principal  proposition 
and  a  clause. 

Analysis. — I,  who  was  present,  know  all  the  particulars.  A 
complex  sentence.  The  principal  proposition  is  'I  know  all  the 
partic7ilars.^     The  clause  is,  '  whowas  prese^it.^     The  subject 


SENTENCES   CLASSED   ACCORDING   TO   USE.  47 

of  the  principal  proposition  is  /.  Predicate,  know.  Object, 
particulars.  The  subject  is  modified  by  the  relative  clause, 
'"who  was  present.''  Predicate,  unmodified.  Object,  modified 
by  all^  and  the.  The  subject  of  the  clause  is  who.  Predicate, 
was.    Subject,  unmodified.     Predicate  modified  hy  present. 

Note.  The  classification  of  sentences  according  to  structure,  being  of  no  practical 
value  to  either  the  speaker  or  the  writer  ;  and  furthermore,  as  no  two  grammarians 
agree  in  their  methods  of  classification,  the  pupils  need  not  puzzle  their  brains  much 
over  this  matter. 

Exercise. — The  farmer  tills  the  soil.  Have  you  heard  the 
latest  news  ?  Having  nothing  to  do,  I  went  to  sleep.  The  priso- 
ner, who  escapad,  has  been  recaptured.  The  vessel,  in  which  I 
embarked,  was  captured  by  pirates.  Inform  yourself,  and  in- 
struct others.  He  who  plays  a  trick,  must  be  prepared  to  take 
a  joke. 

"  The  waves  were  white,  and  red  the  morn, 
In  the  noisy  hour  when  I  was  born." 
Tell  me,  *ye  who  tread   the  sods  of  yon  sacred  height,  is  War- 
ren dead  ?     *John,  lend  me  your  knife.     Do  you  fnot  think  so  ? 

Tell  in  what  particular  the  following  sentences  are  incorrect, 
and  give  the  rule  for  correction. 

Who  did  you  speak  to.  Him  and  her  went  to  San  Francisco. 
Do  not  scare  the  setting^hen.  The  quail  had  flew  into  the  bush- 
es. I  have  climb  up.  the  hill  often.  John  seen  the  apple  first. 
He  broke  the  birds  wing.  The  man  spoke  to  Henry  and  I  about 
it.  He  must  have  tore  his  coat  on  a  nail.  Had  it  fell  in  the 
mud  it  would  have  been  ruined. 


CHAPTER  XXIV. 

Sentences  classed  according  to  Use. 

Sentences  may  express  declarations,  questions,  commands,  or 
exclamations. 

^  When  they  express  declarations,  either  affirmatively  or  nega- 
tively, they  are  called  declarative  sentences. 

When  they  express  questions,  they  are  called  interrogative 
sentences. 

When  they  express  commands,  they  are  called  imperative 
sentences. 

When  they  express  exclamations,  they  are  called  exclama- 
tory sentences. 

Example. — He  is  a  good  boy. 

*An  object  addressed  is  independent  in  the  structure  of  the  sentence,  and  therefore 
has  no  case.     It  has  always  the  form  of  the  nominative. 

t  Not,  in  this  case,  does  not  signify  negation,  but  asks  for  confirmation  of  an  opin- 
ion.    Observe  these  sentences : 

Do  you  think  so  ? 
Do  you  not  think  so  ? 


48  ANALYSIS,    PARSING,    AND    COMPOSITION. 

This  is  a  declarative  sentence,  it  expresses  a  declaration  affir- 
matively. 

Mary  is  not  a  good  girl. 

This  is  a  declarative  sentence,  it  expresses  a  declaration  nega- 
tively. 

Can  he  spin  the  top? 

This  is  an  interrogative  sentence,  it  expresses  a  question. 

Well,  you  are  a  man ! 

This  is  an  exclamatory  sentence,  it  expresses  an  exclamation. 

Note. — Declarative,  imperative,  and  interrogative  sentences,  are  exclamatory, 
when  they  express  exclamations. 

Interrogative  and  exclamatory  sentences  may  be  known  by  the  punctuation  marks, 
placed  after  them. 

Complete  analysis. — Good  men  are  often  overlooked  in  this 
world,  but  in  the  world  to  come,  their  good  deeds  will  be  re- 
membered. 

Men  are  overlooked 


good  often  in  |  world 


(but  this 

deeds  will  be  remembered 


their    good  in  |   world 


the    I  to  come 


This  is  a  compound  declarative  sentence.  The  first  proposi- 
tion is  *" good  fuen  are  often  overlooked  in  this  world!'  The 
second  is  '  in  the  world  to  co7ne,  their  good  deeds  will  be  remem- 
bered.'' The  connective  is  *  but.^  The  subject  of  the  first  prop- 
osition is  men.  Predicate,  are  overlooked.  The  subject  is  mod- 
ified hy  good.  The  predicate,  by  often,  and  by  the  prepositional 
phrase,  in  this  world.  Connective,  in.  Subsequent,  world. 
The  subsequent  is  modified  by  this.  The  subject  of  the  second 
proposition  is  deeds.  Predicate,  will  be  remembered.  The 
subject  is  modified  by  their,  diwd  good.  The  predicate,  by  the 
prepositional  phrase  in  the  world  to  come:  Connective,  in. 
Subsequent,  world.  The  subsequent  is  modified  by  the^  and 
by  the  infinitive  phrase  to  come. 

Exercise — Liberty  unsheathed  his  sword.  Have  you  learned 
your  lesson.^  If  I  should  leave  the  land  of  my  fathers,  whither 
shall  I  fly  ?  Look  at  my  new  slate.  Go  away.  How  high  that 
mountain  is  !  How  wonderful  is  sleep  !  Our  insignificance  is 
often  the  cause  of  our  safety.  "  Make  way  for  liberty!"— he 
cried.  And  so  hope  was  effulgent,  and  Jithe  gayety  disported 
itself,  and  joy  was  with  every  guest. 


SENTENCES    CLASSED    ACCORDING    TO    USE.  49 

N.  B.  The  word  that  answers  a  question,  if  a  substantive, 
must  be  in  the  same  case  with  the  word  that  asks  it. 

Example. — Who  broke  this  slate  ?     I. 
/agrees  in  case  with  who. 

To  whom  did  he  speak  ?     Me. 
il/^  agrees  incase  with  w-^^;/^. 

Whose  book  is  this  ?     Mine. 
Mine  agrees  in  case  with  whose. 

In  the  same  manner,  when  two  objects  are  compared  by  means 
of  the  words  than^  as,  or  like,  the  words  representing  the  objects 
compared  are  usually  in  the  same  case.  ^^ 

I  would  rather  listen  to  him  than  her. 
Her  agrees  in  case  with  hi^n. 

He  is  wiser  than  I. 
/agrees  in  case  with  he. 

Hers  is  better  than  mine. 
Mine  and  hers  agree  in  case. 

Correct  the  errors  in  the  following  sentences,  and  give  your 
reasons  for  making  the  corrections. 

Who  told  you?  Him.  Who  did  you  see  in  town  ?  Them. 
Who  did  he  speak  to  ?  I.  He  sings  better  than  me.  They 
are  as  good  as  us.  You  cannot  talk  like  him.  John  can  run  as 
fast  as  me.  Can  Mary  play  like  her.  henry  laid  down  on  the 
ground  ?  Who  wants  an  apple  ?  Me.  You  might  have  fell  and 
hurt  yourself  like  him.     He  set  down  like  me. 

Sudden  exclamations  ;  such  as,  hark,  alas,  whist,  &c.,  are  called 
INTERJECTIONS,  and  have  no  grammatical  connection  with  the 
rest  of  the  sentence.  In  delineating  sentences,  place  the  inter- 
jections in  the  order  in  which  they  occur  in  the  sentence  as  near- 
ly as  possible,  with  a  mark  of  exclamation  (!)  after  them. 

When  words  are  used  merely  for  sound,  and  without  reference 
to  their  signification,  they  are  called  words  of  euphony,  and  have 
no  grammatical  connection  with  the  rest  of  the  sentence. 

ExAAfPLE. — Now,  I  never  said  it. 

The  word  now  has  no  reference  to  time  ;  it  is  used  merely  for 
euphony. 

ADDITIONAL  EXERCISES  FOR  ANALYSIS  AND  PARSING. 

My  subjects  belong  to  different  countries,  and  speak  diflferent 
languages.  It  may  be  silenced  by, military  power  ;  but  it  cannot 
be  conquered.  With  noiseless  foot,  he  paces  the  lonely  hall, 
half-lighted  by  the  moon ;  he  winds  up  the  ascent  of  the  stairs, 
and  reaches  the  door  of  the  chamber.     When  shall  we  see  an 


50  ANALYSIS,    PARSING,    AND   COMPOSITION. 

end  of  discord  ?  Raised  into  that  upper  air,  and  charged  with 
the  general  safety,  they  are  expected  to  be  impersonal.  If  you 
load  muskets  with  bullets  only,  the  result  is  simply  a  question  of 
numbers.  ^Oh,  mourners  of  the  early  dead  !  they  shall  live 
again,  and  live  forever.  ^To  be,  or  not  to  be  ;  that  is  the  ques- 
tion. Roll  on,  thou  deep  and  dark  blue  ocean — roll !  Banished 
from  Rome  !  Tempests  occasionally  shake  our  dwellings,  and 
dissipate  our  commerce  ;  but  they  scourge  before  them  the  lazy 
elements,  which  without  them  would  stagnate  into  pestilence. 
*I  trust  that  you  will  consider  yourselves  as  the  advanced  guard 
of  Liberty. 

"  The  warrior  bowed  his  crested  head  and  tamed  his  heart  of  fire, 
And  sued  the  haughty  king  to  free  his  long-imprisoned  sire." 

DELINEATIONS. 


3L 


OF   THR 

GENERAL   REVIEW.  |  UKlVEH^tTT 


CHAPTER    XXV. 

General  Review. 

Rule  I.  The  subject  of  a  proposition  must  be  in  the  nomina- 
tive case. 

Rule  II.  The  object  of  a  verb,  or  a  preposition,  must  be  in  the 
objective  case. 

Rule  III.  A  substantive,  .used  like  an  adjective,  must  be  in 
the  possessive  case. 

Rule  IV.  Pronouns  must  agree  in  person,  number,  and  gen- 
der, with  the  nouns  they  stand  for. 

Rule  V.  Substantives,  used  conjointly  to  denote  the  same 
thing,  agree  in  case. 

Rule  VI.  A  verb  must  agree  with  the  person  and  number  of 
its  subject. 

N.  B.  As  the  predicate  of  a  proposition,  the  form  for  the  past 
tense  is  never  used  with  an  auxiliary,  or  sign,  while  the  form  for 
the  past  participle  is  never  used  without  one. 

N.  B.     An  object  addressed  is  independent  in  case. 

N.  B.  A  is  used  before  a  word  commencing  with  a  consonant 
sound  ;  an,  before  a  word  commencing  with  a  vowel  sound. 

N.  B.  The  word  that  answers  a  question,  if  a  substantive, 
must  be  in  the  same  case  with  the  word  that  asks  it. 

N.  B.  When  two  objects  are  compared  by  means  of  the  words 
than,  as,  or  like,  the  words  representing  the  objects  compared 
are  usually  in  the  same  case. 

Punctuation  and  Capitals. — Commence  each  sentence 
with  a  capital  letter. 

End  each  declarative  and  imperative  sentence  with  a  period. 

End  each  interrogative  sentence  with  a  mark  of  interrogation. 

End  each  exclamatory  sentence  with  a  mark  of  exclamation. 

The  words  I  and  O,  are  always  written  in  capitals. 

All  names  applied  to  Deity  commence  with  capitals. 

Clauses  are  usually  separated  from  independent  propositions 
by  commas. 

Independent  propositions,  if  short  and  connected,  are  usually 
separated  from  each  other  by  commas  ;  if  lengthy  or  discon- 
nected, by  semicolons.     No  definite  rule  can  be  given. 

All  proper  nouns  commence  with  capitals. 


52  ANALYSIS,    PARSING,    AND   COMPOSITION. 

Common  nouns  do  not,  unless  the  first  word  in  the  sentence. 

All  adjectives  derived  from  proper  nouns,  commence  with 
capitals. 

Nouns,  used  like  adjectives,  end  with  an  apostrophe  and  s  ; 
except  nouns  in  the  plural  number  ending  in  s,  which  have  only 
the  apostrophe. 

The  plural  of  figures,  letters  and  other  characters,  is  made 
with  an  apostrophe  and  s. 

Initial  letters,  and  abbreviations  ;  as,  Jan.  for  January,  end 
with  a  period. 

A  prepositional  phrase,  if  it  commences  the  sentence,  ends 
with  a  comma. 

Relative  clauses  are  generally  marked  off  from  the  rest  of  the 
sentence  by  commas  ;  and  to  prevent  ambiguity,  the  relative  is 
placed  either  next  the  word  modified,  or  as  near  it  as  possible. 

Definitions. — Grammar  is  the  science  of  language. 

A  sentence  is  a  complete  thought,  expressed  in  words  ;  and 
must  contain  a  subject  and  a  predicate. 

A  noun  is  a  word,  used  as  the  name  of  an  object. 

Nouns  are  classed  as  common  and  proper. 

A  pronoun  is  a  word  used  instead  of  a  noun. 

Pronouns  are  classed  as  personal,  relative,  adjective,  and  in- 
terrogative. 

A  personal  pronoun  is  a  pronoun  that  shows  by  its  form,  what 
person  it  represents. 

A  relative  pronoun  is  a  pronoun  that  refers  to  some  preceding 
noun  or  pronoun,  and  with  it,  connects  a  clause. 

An  adjective  pronoun  is  a  pronoun  used  both  as  a  noun  and 
its  modifier. 

An  interrogative  pronoun  is  a  pronoun  used  to  ask  a  question. 

Nouns  and  pronouns  are  called  substantives,  because  they 
generally  denote  substance. 

Substantives  have  person,  number,  gender,  and  case. 

Person  is  that  property  of  substantives  that, denotes  the 
speaker,  the  hearer,  or  the  person  or  thing  spoken  of. 

Number  is  that  property  of  substantives  that  distinguishes 
one  from  more  than  one. 

Gender  is  that  property  of  substantives  that  distinguishes  the 
sex. 

Case  denotes  the  relation  that  substantives  bear  toother  words 
in  sentences. 


GENERAL    REVIEW.  53 

Adjectives  are  words  used  to  limit,  or  to  qualify,  substantives. 

Qualifying  adjectives  have  comparison. 

Adverbs  are  words  used  to  modify  verbs,  adjectives,  or  ad- 
verbs. 

Some  adverbs  have  comparison. 

Verbs  are  words  used  to  assert  being,  action,  or  state. 

Verbs  are  classed  as  regular  or  irregular,  also  as  transitive  or 
intransitive. 

Transitive  verbs  have  three  principal  forms  of  conjugation  ; 
the  active,  the  passive,  and  the  progressive. 

The  active  form  represents  the  action  as  passing  from  the  sub- 
ject of  a  sentence  to  something  else. 

The  passive  form  represents  the  action  as  having  passed  from 
something  else  to  the  subject. 

The  progressive  form  represents  the  subject  as  continuing  in 
action. 

Verbs  have  mode  and  tense. 

Mode  denotes  the  manner  of  the  assertion. 

Tense  denotes  the  time  of  the  being,  action,  or  state. 

Verbs  are  sometimes  inflected  to  denote  the  person  and  num- 
ber of  their  subject. 

A   preposition  is  a  word   used  as  a  connective,  to    show  a 
relation  between  words. 

A  conjunction  is  a  word  used  generally  as  a  pure  connective. 
An  interjection  is  a  word  used  as  an  exclamation. 
A  proposition  is  an  expression   containing  a  subject  and  a 
predicate. 

A  clause  is  a  dependent  proposition. 
A  relative  clause  is  a  clause  introduced  by  a  relative. 
A  substantive  clause  is  a  clause  used  as  a  substantive. 
An  adjective  clause  is  a  clause  used  as  an  adjective. 
An  adverbial  clause  is  a  clause  used  as  an  adverb. 
An  independent  clause  is  a  clause  used  independently. 

A  phrase  is  a  part  of  a  sentence  not  containing  a  subject  and 
a  predicate. 

A  prepositional  phrase   is  a  phrase  introduced  by  a  preposi- 
tion. 

An  infinitive  phrase  is  a  phrase  introduced  by  a  verb  in  the 
infinitive  mode. 


54  ANALYSIS,    PARSING,   AND   COMPOSITION. 

A  participial  phrase  is  a  phrase  the  principal  word  of  which 
is  a  participle. 

A  substantive  phrase  is  a  phrase  used  as  a  substantive. 

An  adjective  phrase  is  a  phrase  used  as  an  adjective. 

An  adverbial  phrase  is  a  phrase  used  as  an  adverb. 

An  independent  phrase  is  a  phrase  used  independently. 

Sentences   may  be  simple,   complex,  or  compound,  in  their 
structure. 

Sentences   may  be  declarative,  imperative,   interrogative  or 
exclamatory  in  use. 

A  declarative  sentence  expresses  a  declaration. 

An  imperative  sentence  expresses  a  command. 

An  interrogative  sentence  expresses  a  question. 

An  exclamatory  sentence  expresses  an  exclamation. 

Analysing  is  telling  the  structure  of  a  sentence  and  its  use. 

Parsing  is  telling  the  parts  of  speech,  and  giving  the  rules  for 
agreement  and  government. 


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